Mornington Secondary CollegeMornington Secondary College provides students with comprehensive individual pathways which cat er to their individual differences. The College ensures

Mornington Secondary College

Subject Selection 2019

Year 9-12 Subject Descriptions

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Welcome

This handbook is designed to assist students and parents in planning programs and pathways for the important senior years of secondary education. It is vital that students entering this stage of their schooling begin to think about educational pathways and career options.

Mornington Secondary College provides students with comprehensive individual pathways which cater to their individual differences. The College ensures students receive course counselling and guidance but decisions should be a joint responsibility between the student, parent and the school. It is strongly recommended that parents take the time to discuss course direction and long term goals with their children.

Subjects will only be offered where there are sufficient numbers to make up a class. The timetable enables Year 9 and 10 students to access a wide range of electives over a two year period. In Year 10, students are able to undertake Unit 1-2 VCE units only if they have demonstrated their ability in a particular subject by receiving distinctions or high distinctions in that subject at Year 10. In addition, students can also consider vocational programs such as VET, school based apprenticeships and VCAL – the Victorian Certificate of Applied Learning. Students are advised to ensure they understand the differences and consequences of their choices. This is especially relevant when choosing a Vocational, Education and Training in Schools (VETis) program as VET studies are an additional subject to their timetabled course.

DARE TO DREAM, Audacter Astra Capesse

Student course selection should be viewed in conjunction with personal commitment and the desire to achieve one’s personal best. There is an expectation that students will demonstrate a responsible attitude to the education provided by the College. In the Senior School we expect a high level of personal commitment to studies as well as to wider school programs, extra-curricular activities and compliance with school policies.

S Support students to achieve success T Teamwork, bringing the school community together R Respect for all I Inspire minds V Value every opportunity E Endeavour to be the best you can

Please ensure you submit your selections via Subject Selection Online.

Subject Selection Online is available from Monday 30th July to Sunday 5th August 2018.

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College Personnel Linda Stanton. College Principal Jim Papas Assistant Principal Year 10-12 Michael Parker Assistant Principal Year 9 Denise Leggett Assistant Principal Year 7-8 Jenny Mason Assistant Principal Student Wellbeing

Amanda Jones Year 12 Team Leader Josh Pratt Year 12 Coordinator Amy White Year 12 Coordinator Graham Howgate Year 11 Team Leader Russell Fulton Year 11 Coordinator Michelle Barnes Year 11 Coordinator Heidi Bremner Year 10 Team Leader George Neophytou Year 10 Coordinator Kristin Stewart Year 10 Coordinator John Pinkett Year 9 Team Leader Morgan Maloney Year 9 Coordinator Chris Triandafilidis Year 9 Coordinator

Nikki Sheers VCAL Coordinator

Tim Foulkes Student Pathways Coordinator Michaeli Lyon Career Practitioner Teena Batenburg Career Practitioner

Learning Area Heads of Department Arts Michael Delaney English (Year 7-10) Simone Hamlett English (VCE) Paula Chambers Food Kellie Nottle Health & Physical Education Simone Schuetz Humanities (SOSE) Sian Jones Languages Diana Roberts Mathematics Jason Darlington Music (Instrumental) Peter Southam Music (Classroom) Peter Southam Science Daniel Patch Technology Lara Adams Curriculum Team Michael Parker, Michael Raven, Jenny Bryce, Marina Walsh

Booklist A booklist detailing required texts and stationery will be distributed in Term 4. Books and stationery can be purchased from Landmark School Supplies, 88-92 Waterview Close, Dandenong. Second-hand book sale dates will be advised via the school newsletter.

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IMPORTANT DATES

DATE ACTIVITY

Tuesday 24th July Course Information Evening – Learning Centre 2, Subject expo – gym All Teaching staff and Pathways staff available until 7.30pm to answer any questions you may have about 2019 subjects and pathways.

Wednesday 25th July – Friday 28th July Lunchtime information sessions available: • KLA information sessions for students in Gym. • Career Practitioners available for pathways information and/or

discussion.

Monday 30th July Years 9 and 10 Subject Selection interviews (appointment to be made via Compass). Subject Selection online access codes will be provided to students to enable online course selection.

Monday 30th July – Sunday 5th August Subject Selection Online open.

Week Commencing 10th September 2019 Timetable will be issued to students. Any concerns need to be raised during this week with Mrs Walsh, Year Level Coordinator or Pathways.

Wednesday 10th October 2019 Booklist and Materials and Services Charge Invoice distributed to students.

Friday 26th October Final Day for Year 8-12 Booklists to be submitted (online or returned to the College).

Friday 23rd November Book Collection Day for Year 8-12 2019 students – 9.00am to 5.00pm. Exam Verification Day – students are only required at school to finalise their exams.

Monday 26th November Commencement of Headstart Program – Year 8-12 2019

Monday 17th December Formal classes end for Year 8-12 2018 students. College Presentation Evening, New Peninsula Centre (rehearsals during the day)

Tuesday 18th December Activities Week

Friday 21st December Students finish.

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TRADES COURSES POSSIBLE GRADUATE CAREERS

• Bricklaying • Building and

Construction • Furniture Making • Plumbing • Hairdressing • Specialist Make-up

• Bricklayer • Construction Working • Cabinet Maker • Estimator • Finished make-up artist • Hairdresser

What do I need to know…………….. What’s the difference between a TAFE Course and a University Degree?

TAFE University

Qualifications

Certificates, Diplomas and Apprenticeship

Bachelor Degrees

Course Delivery

Practical training, classes and interactive workshops

Theory-focused classes, complemented by workplace learning.

Learning style

Support learning More hours in classroom learning

Individual and team learning For each hour in the classroom, students are expected to study three hours on their own

Course length 6 months – 3 years 3-4 years.

Some higher education institutions connect pathways between TAFE Courses and university degrees, check with individual institutions. For example

Certificate IV in Accounting

Diploma of Accounting

Bachelor of Business (Accounting)

Are you good with numbers? Are you creative and artistic?

BUSINESS COURSES POSSIBLE GRADUATE CAREERS

• Accounting • Bookkeeping • Financial Planning • Human Resource

Management • International Business

• Accountant • Business analyst • Economist • Human resource advisor • Market analyst

Like working with your hands? Want to teach?

ARTS COURSES POSSIBLE GRADUATE CAREERS

• Creative Arts • Information and Cultural

Services • Interactive Media • Liberal Arts • Music

• Copywriter • Curator • Music/media producer • Web developer • Writer

EDUCATION COURSES POSSIBLE GRADUATE CAREERS

• Children’s Services • Education (P-12) • Early Childhood

Education • Education Studies • Education Support

• Child care supervisor • Primary School teacher • Secondary school

teacher • Support worker • Teacher aide •

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SPORT AND EXERCISE SCIENCE COURSES

POSSIBLE GRADUATE CAREERS

• Exercise Science and Human Movement

• Fitness • Physical Education

(Secondary) • Remedial Massage • Sport and Recreation

Management

• Exercise physiologist • Fitness instructor • PE teacher • Program development

coordinator • Remedial/sports

massage therapist • Sports coach

ENGINEERING COURSES POSSIBLE GRADUATE CAREERS

• Architectural and Building Engineering

• Civil Engineering • Electrical and Electronic

Engineering • Mechanical Engineering • Sports Engineering

• Draftsperson • Engineer • Industrial designer • Project manager • Surveying technician • Engineering technician

HEALTH SCIENCE COURSES


• Nursing • Paramedics • Nutritional Therapy • Biomedical Sciences • Health Science • Dermal Therapies • Medical

• Dermal therapist • Dietician • Nutritional therapist • Paramedic • Registered Nurse • Wellness Consultant • Doctor

Do you love sport?

Love to write? WRITING & COMMUNICATIONS COURSES


• Communications • Marketing • Professional Writing • Professional Writing and

Editing • Public Relations

• Communications officer • Journalist, writer or

editor • Marketing/public

relations • Political advisor • Radio/television

producer

Want to be an engineer? Are you great with computers?

Interested in the health sciences?

Interested in helping the community?

PLEASE NOTE: Students Not Returning in 2019

If your son/daughter is not returning to Mornington Secondary College in 2019 an Exit Form MUST be completed before the student exits the College. Forms are available from the General Office.

COMPUTING COURSES POSSIBLE GRADUATE CAREERS

• Computer Systems Engineering

• Digital Media • Computing • Network and Systems

Computing • Website Development

• Applications developer • Programmer • Systems analyst • Technical and user

support • Web developer

LAW AND COMMUNITY SERVICES COURSES


• Community Development

• Law and Legal Services • Psychology • Social Work • Youth Work

• Counsellor • Lawyer • International aid worker • Policy officer • Social/youth worker

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We recommend that students visit the Mornington Secondary College Career Page accessed via COMPASS. You will find the following information: Students Tab - Job and Careers Information - Search almost 300 jobs and careers. View information on each job including, what you do in that job, the personal requirements you need to do it and what education and training you have to have. There are also videos you can view and see what the future outlook for that job is over the next 10 years and look for job vacancies as well Post School Option tab - Job information through the following websites and information pages: Job Outlook - Careers and labour market research information site: www.joboutlook.gov.au The Victorian Skills Gateway - Developed by the Victorian Department of Education and Training (DET), the Victorian Skills Gateway is a one-stop-shop of Victorian vocational education and training. Searches can be performed on occupations, course, training providers, video and written case studies. The website is also viewable via a smartphone interface. Courses listed on the Victorian Skills Gateway website are either qualifications regulated under the Australian Qualifications Framework (AQF) or short training programs comprising units of competency from regulated qualifications. http://www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx Defence Forces - http://www.defence.gov.au/adfa/ Police Careers - http://www.policecareer.vic.gov.au/ Senior school tab - Students can find information on:

• VCE • VCAL • VTAC (Victorian Tertiary Admissions Centre) - Students can find information regarding required

subject for tertiary education. My Future - This website will help students start thinking about their careers, explore their interests and skills and discover different occupations. www.myfuture.edu.au

It is important that students think about the elective choices they make in Year 9 to ensure that the choices made are not only for interest purposes, but will allow easy transition to VCE/VCAL or VETis studies.

http://www.joboutlook.gov.au/

http://www.defence.gov.au/adfa/

http://www.policecareer.vic.gov.au/

http://www.myfuture.edu.au/

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiTuKjux6rcAhWBGJQKHWt8DaAQjRx6BAgBEAU&url=http://career.iresearchnet.com/career-pathways/&psig=AOvVaw3d6jEgMyVnrCK2pcN49Ts3&ust=1532068889855927

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Year 9 Subject Selection

Selecting Year 9 Subjects

In Year 9, students have the opportunity of selecting units available from all eight Learning Areas: English, Science, Mathematics, Languages, Technology, Humanities, Health and Physical Education and Arts. By enabling students to make personal decisions and pursue areas of interest, they are given the chance to take greater responsibility for their education. Students and parents are advised to carefully consider the program that is to be undertaken and thoroughly read the Subject/Unit Descriptions, their costs and the course requirements before choosing units. (Please note: Australian Defence Force may require Year 10 Science pass)

Languages

In view of changing global opportunities it is strongly recommended that students continue with their Indonesian or Japanese studies.

We have a responsibility to ensure our students are Asia literate in both their cultural understandings and language skills. Like Australia, countries across the globe are making major investments in Asia and knowledge and skills of this region are vital to international competitiveness.

Language studies:

• Develop deeper knowledge and understanding about Asia and regional cultures. • Develop language skills, knowledge and fluency • Focus on reading, writing, listening and speaking. • Promote social cohesion, boost economic cooperation and address global issues.

Study Tours: To enhance student language and cultural understandings, study tours to Indonesia and Japan are available

Students choosing to study a Language at year 9 DO NOT have to complete the compulsory Health Education and PE electives, they are instead recommended.

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Year 9 Compulsory Subjects

All students are required to undertake the following subjects: English, Mathematics, Science and Health Education and at least ONE Physical Education elective.

Enrolment in Accelerated English and Accelerated Mathematics is subject to interview and previous outstanding results.

ENGLISH 9ENG1/9ENG2 At Year 9, students’ developing skills in English are consolidated and extended. They read and view a wide variety of texts and complete activities designed to improve their literacy. They are immersed in the ideas and literature of particular contexts to help inspire the creation of their own texts.

They also study a range of texts in depth; learn how to deconstruct and interpret literature and to justify these interpretations with evidence. The year culminates in a formal presentation in which students must work in teams and tailor their language to an adult audience, encouraging them to develop maturity within their spoken language and their interpersonal communication.

English or Accelerated English may lead to: Year 10 English/Accelerated English. VCE: English Units 1-4, English Language Units 1-4, English Literature Units 1-4.

OR ACCELERATED ENGLISH 9ENX1/9ENX2 At Year 9 students will be selected to complete an Accelerated English course in preparation for the Year 10 Accelerated English and VCE English group of subjects; English, Literature and English Language, instead of regular English offered at Year 10.

Entrance into Accelerated English is through a selection process which may include; Performance task data, PAT-R results, entrance exam, as well as teacher recommendation. Students have to be deemed to have the capacity and capability to meet the demands of the course.

It is expected that students will engage in more difficult texts to explore moral, psychological and social issues. They will examine how structure and narrative style contribute to understanding of texts. Students will write analytically and creatively in response to texts studied, they will also be encouraged to present and justify their own points of view.

In this course, students will develop their language skills both orally and in writing,

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MATHEMATICS 9MAT1/9MAT2 In Year 9, students will continue to develop their mathematical skills and knowledge by studying three key content areas: Number and Algebra, Measurement and Geometry and Statistics and Probability.

Students explore Indices, Ratio, Measurement, Probability, Graphs, Trigonometry and Statistics. They apply mathematics in each area and engage in classroom activities that strengthen conceptual understanding and develop logical reasoning.

Students will require a scientific calculator for this subject (TI-30XB recommended).

OR

ACCELERATED MATHEMATICS 9MAX1/9MAX2 In Year 9, students will be selected to complete an accelerated mathematics course in preparation for VCE Mathematical Methods and Specialist Mathematics in place of the regular mathematics units offered at Year 9.

The course incorporates an accelerated curriculum covered at both Year 9 and 10.

Entrance into Accelerated Mathematics will be through a selection process which may include: student’s NAPLAN results, PAT-N results and an entrance exam as well as teacher recommendation.

Participation in the Accelerated Mathematics class also requires the purchase of a TI-Nspire CAS calculator.

It is anticipated that students selected for the Accelerated Mathematics class will continue with an accelerated Mathematics program into Year 10 with a view to study Mathematical Methods/Specialist Mathematics in VCE.

HEALTH EDUCATION 9HLTH This unit investigates the emotional, social and physical wellbeing of adolescence. The unit incorporates an understanding of Health topics including:

• Personal Identify and Personal Strengths • Food and Nutrition • Mental Health and Wellbeing, including stress management • Alcohol and Other Drugs • Sexuality and Relationships with a focus on building respectful relationships

This course will equip students with knowledge and skills to identify health issues, develop positive coping strategies and develop respectful relationships with others. Students can expect incursions that include: Yoga and Safe Use of Social Media.

This pathway may lead to: VCE Health & Human Developments Units 1-4, VCAL and/or VET. It provides a great taster for Health Professions including Medicine, Nursing, Mental Health, Sport and Fitness, Nutrition, Teaching.

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SCIENCE 9SCI1/9SCI2 In this full year compulsory subject students learn to explain the world around them through thinking scientifically. Science ideas, achievements and results surround us and they have shaped our technology and society into what it is today.

The aim is to develop and enhance practical skills through a range of activities, investigations, experiments and to build-on problem solving skills. Some of the exciting topics include Genetics, Chemistry, and plate tectonics along with many others, which includes an incursion/excursion.

Year 9 is your chance to deepen your understanding of science that directly impacts on you as an individual, studying a variety of topics.

This pathway may lead to: Year 10 – Year 10 Science VCE – Biology Units 1-4, Chemistry Units 1-4, Physics Units 1-4, Psychology Units 1-4, Agriculture and Horticulture Units 1-4, VCAL

PHYSICAL EDUCATION ELECTIVE Students are required to select at least one PE elective at Year 9. Refer to pages Year 9/10 Electives Section of this handbook for details of the PE elective descriptions.

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What might your Year 9 course look like?

If Language is continued

Semester 4 periods 4 periods 4 periods 4 periods 4 periods

English Maths Science Language (Elective 1)

Semester English Maths Science Language (Elective 2)

Health Education and PE are Recommended. Select THREE reserve electives

If Language is not continued

Semester 4 periods 4 periods 4 periods 4 periods 4 periods

English Maths Science Health Education (Elective 1)

Semester English Maths Science (PE Elective ) (Elective 2)

Select THREE reserve electives: ONE reserve PE unit and TWO other reserve electives.

YEAR 9 & 10 ELECTIVES Arts

• Art • Drama • Media • Music/ Music

Technology • Power of the

Drum • On Air • Photography • Visual

Communication & Design

English

• Professional Writing

• Let’s Investigate

Humanities

• Australian History (1750-1918)

• Business Studies • Geography • Law and Economics • Modern History (1918-

present)

Languages

• Indonesian 9* • Japanese 9* (2 semesters/full year elective)

Physical Education

• Football Codes • From Sea to

Summit • Healthy You,

Healthy World • Leisure Studies • Movement to Music • Racquet Bat & Ball • Sports Coaching • Sports Science and

Fitness • Track and Field Science

• Medical Forensic Science

• Mindworks • Marine Science

Food Technology

• Café Catering • Marvelous Menus • Eating Expeditions • Fantastic Fast Food Technology

• Creative Fabrics • Garment

Construction • Electronic Products • IT: Computer

Essentials • IT: Architecture &

3D Modelling • IT: Digital

Technologies • Innovative Wood

and Design • Multi Material

Product Design • Robotics

Broad Horizons Program: completed over 9 weeks, off-campus at the Mornington Life Saving Club. Is not included as an elective. Available to Year 9 students only.

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Year 10 Course Selection

Selecting a Year 10 Course

Year 10 is the beginning of life in the senior school and students are encouraged to adopt the senior school ethos of Honesty, Integrity and Work. Students will experience a more focused and increasingly mature classroom environment, where their endeavors will enable them to “Dare to Dream”. Year 10 is a pivotal year with many students more focused on their future pathways. Throughout the year the students are supported through a number of events including, Industry Tours, Careers Expo, Mock Interviews and Work Experience.

Students have a far wider choice of subjects and courses. Students in Year 10 can choose a course with Year 10 subjects only (mainstream). They may choose to enroll in a Unit 1-2 VCE subject if this has been recommended by classroom teachers, or enroll in Foundation VCAL.

What is the difference?

In Year 10 the first decision to make is whether to continue studying Science or elect to study Humanities in the form of International Studies. This selection will then form part of your year 10 full year subjects, along with English and Mathematics. Electives can then be selected from the eight key learning areas: English, Mathematics, Languages (Indonesian or Japanese), Science, Technology, Humanities, Health, Physical Education and Arts.

VCE (Victorian Certificate of Education) Units

If a student is achieving Distinctions and High Distinctions in a subject they are encouraged to choose a VCE subject. Studying VCE in Year 10 has many benefits in terms of preparing students for the demands of Year 11 and 12.

It is highly recommended that the students discuss their suitability for a VCE course with the respective subject leaders.

VCAL (Victorian Certificate of Applied Learning) – Foundation VCAL (Year 10)

The Victorian Certificate of Applied Learning (VCAL) is designed to provide alternative pathways for students interested in vocationally oriented career options, attending TAFE or entering employment. Students may undertake Foundation level in Year 10. In semester 1, English and Science are specific to Foundation VCAL students. Students will choose their level of Mathematics and 2 electives. In semester 2 Foundation VCAL students will enroll in English, VCAL Specific Skills and Work Placement Day. Students will continue with their mathematics class from semester one and choose only one elective subject.

Foundation VCAL students are required to complete one day in the workplace each week of semester 2. The work placement can be organized by the student, but must be approved by the school.

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Year 10 Compulsory Subjects

If you choose to enrol in a Year 10 mainstream course, the subjects below are compulsory:

ENGLISH 10ENG1/10ENG2 At Year 10, students are encouraged to develop more independence when completing written responses to a range of literature. They compare and analyse arguments and texts; and apply their understanding to their own writing and speaking.

Students also build upon their growing understanding of a range of text types and their conventions and write their own texts within particular contexts.

There is a focus upon the future and career development, with a final ‘mock interview’ presentation at the end of the year in which students prepare a CV and complete an interview with an adult ‘employer’ from the Mornington community.

English or Accelerated English may lead to: VCE: English Units 1-4, English Language Units 1-4, English Literature Units 1-4.

OR ACCELERATED ENGLISH 10ENGX1/10ENGX2 At Year 10 students will be selected to complete an Accelerated English course in preparation for the VCE English group of subjects, English, Literature and English Language, instead of the regular English offered at Year 10.

Entrance into Accelerated English is through a selection process which may include: Performance task data, PAT-R results and completing an entrance exam as well as teacher recommendation. Students have to be deemed to have the capacity and capability to meet the demands of the course.

It is expected that students will engage in more difficult texts to explore moral, psychological and social issues. They will examine how structure of and narrative style contribute to understanding of texts.

Students will write analytically and creatively in response to texts studied, they will also be encouraged to present and justify their own points of view.

In this course students will develop their language skills both orally and in writing.

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MATHEMATICS 10MAT1/10MAT2

This course prepares students for all VCE mathematics subjects. In Year 10, students continue to develop their mathematical skills and knowledge by studying three key content areas: Number and Algebra, Measurement and Geometry and Statistics and Probability.

Students explore Probability, Linear and non Linear Relations, Measurement, Statistics and Geometry and Trigonometry. They apply mathematics in each area and engage in classroom activities that strengthen conceptual understanding and develop logical reasoning.

Students will require a scientific calculator (TI-30XB) or CAS calculator (TI-Nspire). Students who intend to study VCE Mathematics should purchase a TI-Nspire CAS calculator.

OR

ACCELERATED MATHEMATICS 10MAC1/10MAC2

In Year 10, students will be selected to complete an Accelerated mathematics course in preparation for VCE Mathematical Methods and Specialist Mathematics, in place of the regular mathematics units offered at Year 9.

The course incorporates an accelerated curriculum covered at both Year 9 and 10.

Entrance into Accelerated Maths will be through a selection process which may include: student’s NAPLAN results, On Demand Testing results and an entrance exam as well as teacher recommendation.

Participation in the Accelerated Maths class also requires the purchase of a TI-Nspire CAS calculator.

This course aims to prepare students for senior Mathematics courses (Mathematical Methods and Specialist Mathematics) and students will receive unit completion credit of Year 11 General Mathematics.

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SCIENCE 10SCIC1/10SCI2

Curiosity killed Schrodinger’s cat, or did it? Year 10 Science is a vital full year elective subject to develop your essential Science skills for VCE.

If you are thinking of pursuing a career in Science, problem solving or critical thinking then look no further. This subject is for you! Here you will further develop your ability to think scientifically to formulate questions and investigate them.

Students study the biological, chemical and physical evidence for different theories, such as natural selection and the Big Bang.

Areas to develop your understanding the world around you include Genetics, Chemistry and Physics.

Note: This elective unit is designed to prepare students for VCE Sciences.

This pathway may lead to VCE: Environmental Science Units 1-4, Biology Units 1-4, Chemistry Units 1-4, Physics Units 1-4, Psychology, Units 1-4 VCAL.

AND /OR

HUMANITIES: International Studies, Power, People and Politics 10INS1/10INS2 This course gives students the opportunity to study a combination of themes and issues and an ‘International’ or ‘Global’ focus. The main focus of the course will be: ‘Power, People, Politics’

Each term students will be required to complete assessment tasks using investigation, analysis, problem solving and the development of action plans.

This pathway may lead to VCE: History 20th Century Units 1-2, History – Revolutions 3-4, Legal Studies Units 1-4, Economics, Business Management and Geography.

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HOW TO PLAN YOUR YEAR 10 COURSE

Students can choose either a Science or Humanities (International Studies) Course.

VCE studies: A VCE Unit is a 2-semester study.

Over Years 9 and 10 students must complete a language elective OR one Arts, one Technology and one Humanities elective.

Use this planning guide to assist you with Subject Selection Online

SCIENCE COURSE SELECT THREE RESERVE ELECTIVES

Reserve 1

Reserve 2

Reserve 3

Semester

4 periods 4 periods 4 periods 4 periods 4 periods

English

Maths

Science

(Elective 1)

(Elective 2)

Semester English Maths Science (Elective 3) (Elective 4)

HUMANITIES COURSE SELECT THREE RESERVE ELECTIVES

Reserve 1

Reserve 2

Reserve 3

Semester

4 periods 4 periods 4 periods 4 periods 4 periods

English

Maths

Humanities (International

Studies)

(Elective 1)

(Elective 2)

Semester English Maths Humanities

(International Studies)

(Elective 3) (Elective 4)

NOTE: Some subject exemptions may apply to students who wish to undertake:

• Language AND Science AND Humanities-International Studies OR • Language AND a VCE subject

Please refer to your coordinator or the Pathways Office for assistance.

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Foundation VCAL (Victorian Certificate of Applied Learning)

Year 10

The Victorian Certificate of Applied Learning (VCAL) is designed to provide alternative pathways for students interested in vocationally oriented career options, attending TAFE or entering employment.

Who is the VCAL suited to?

VCAL could be considered by students who:

• Are interested in apprenticeships or traineeships • Do not want to go to University • Do not require an ATAR • Want a Year 10, Year 11 and/or Year 12 Certificate • Want to stay at school to complete their secondary education • Are more attuned to applied “hands on” learning • May want to go out to work when they finish school • Wish to pursue Higher Education at TAFE or ACE providers in the future • Want to develop more confidence in the workplace

Our aim in VCAL is to offer as much flexibility as possible to suit individual student needs and pathways.

• Students may undertake Foundation level in Year 10, Intermediate level in Year 11 and Senior level in Year 12.

• In VCAL, students are expected to undertake a work placement, community work, SBAT or VETIS program, or a combination of these as required.

• Work placement is mandatory one day per week in VCAL. • At Year 11 and 12, VCAL runs parallel to VCE and provides students with a wider range of educational

and training pathways. • In semester 2, completing a work placement for one day per week outside of school is compulsory

Day to Day Structure

Semester 1 – Preparing for Employment

• English (essential) • Science • Maths (Mainstream/foundation level) • 2 Mainstream Electives

English and science to incorporate VCAL Work Related/ Personal Development Skills Units 1.

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Semester 2 – Off to Work

English VCAL Specific Skills Maths (Mainstream/foundation level) 1 Mainstream Elective One Day of Work Placement

Work Placement Arrangements

VCAL students are required to complete one day in the workplace each week of semester 2. The work placement can be organized by the student, but must be approved by the school.

VCAL Application Process

Entry into the VCAL program depends on an application, interview and selection process. Students must apply using the information provided in the VCAL information packs available from the Pathways Office.

VCAL Curriculum Strands

VCAL Learning Programs comprise of four Curriculum Strands.

STRAND 1 and 2 – Literacy and Numeracy are designed to enhance employability skills. The numeracy component will be addressed in mainstream year 10 maths classes.

STRAND 3 – Work Related Skills. This includes units such as occupational health and safety, and planning for employment, and will be addressed in the English, Science and VCAL Specific Skills classes.

STRAND 4 – Personal Development Skills. This may be structured activities to help develop self-confidence, teamwork and other skills important for life, employment and active citizenship. The strand will be address in the English, Science and VCAL Specific Skills classes.

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YEAR 9 & 10 ELECTIVES Arts

• Art • Drama • Media • Music/ Music

Technology • Power of the

Drum • On Air • Photography • Visual

Communication & Design

English

• Professional Writing

• Let’s Investigate

Humanities

• Australian History (1750-1918)

• Business Studies • Geography • Law and Economics • Modern History (1918-

present)

Languages

• Indonesian 10 • Japanese 10 (2 semesters/full year elective)

Physical Education

• Football Codes • From Sea to

Summit • Healthy You,

Healthy World • Leisure Studies • Movement to Music • Racquet Bat & Ball • Sports Coaching • Sports Science and

Fitness • Track and Field

Science

• Medical Forensic Science

• Mindworks • Marine Science

Food Technology

• Café Catering • Marvelous Menus • Eating Expeditions • Fantastic Fast Food

Technology

• Creative Fabrics • Garment

Construction • Electronic Products • IT: Computer

Essentials • IT: Architecture &

3D Modelling • IT: Digital

Technologies • Innovative Wood

and Design • Multi Material

Product Design • Robotics

Students may not select units completed in year 9. For accelerated VCE Units refer to page: 42

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Year 9 & 10 Electives

ARTS: Art (1 Semester 10ART

• This study provides students with the opportunity to develop skills, knowledge and technical competence in the application of

two dimensional and three- dimensional art making processes and mediums. • The students create a folio of drawings as well as 2D and 3D mixed media works. Sculptural, print and painting techniques are

among the more traditional art forms students will experiment with. • Students will learn to analyse and interpret contemporary and historical artworks and gain an appreciation of diverse forms of

art from a variety of times and cultures. Students will maintain a visual diary as a record of their art experience.

This pathway may lead to: VCE: Art Units 1-4, Studio Arts- Photography Units 1-4. VET Visual Arts

ARTS: Drama (1 Semester) 10DRM

• This course will introduce students to a range of theatrical styles, including studying the history and conventions of styles such

as radio, plays, mime and Greek Theatre, among others. • Students will use imagination, body and voice to explore dramatic situations, develop characters, plan, rehearse and perform

for the class. • Students will also evaluate and revise their work and express opinions on dramatic works that they view.

This pathway may lead to: VCE: Drama Units 1-4, VCAL and/or VET studies

ARTS: Media (1 Semester) 10MDA • Media is an introduction to the film analysis and production skills students use in greater depth in VCE Media. • Students study a range of live action and animated film genres and see how audiences respond to those texts. • Students learn industry-standard script writing, storyboarding and editing skills, which will set them up for any future media-

related pathways they take. • Students will develop analytical theory skills and apply them to their own live action and animated films.

This pathway may lead to: VCE Art Units 1-4, VCE Media Units 1-4, VCAL, VET Interactive Digital Media, VET Visual Arts

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ARTS: Music: Music Technology (1 Semester) 10MTC

This course is for students who wish to play an instrument or sing, to work together and form groups to create and perform music. Students will also delve into the digital side of music technology, learning how to manipulate sound digitally and record performances. • Designed for beginner and competent guitarists, bass guitarists, contemporary pianists, drummers and singers, this subject

will focus on performance and instrumental/vocal techniques, conventions in rhythm section playing, the study of musical characteristics of several styles, and music theory that applies to the broader genres of rock music and jazz.

• Students will develop performance skills on their chosen instrument or voice through instrumental practice, rehearsals and performance.

• Students will develop general musicianship through aural and theory skills. - Assignment on a chosen musical style - Live Ensemble and solo performances - Students will develop skills in performance on their chosen instrument or voice with a focus on performance techniques

for digital sound recording. - They form musical ensembles within the class, rehearse music of different genres according to their interests and record

their performances using digital media. - The course encourages students to demonstrate their musical performance skills and to learn the basics of digital sound

recording and gain some experience in these areas. Major Assessments Investigation into a music or recording style and two class performances Excursion to a digital music making and recording facility and live performance

This pathway may lead to: VCE Music Performance Units 1-4, VET Music Industry

ARTS: Music: ON AIR (1 Semester) 10MOA On Air is a broadcasting subject that allows students to become both presenters and producers of their TV stories originating in and around the MSC community.

• The aim of this course is to introduce students to On Air broadcasting skills, knowledge and techniques. ARTS: Music: Power of the Drum (1 Semester) 10MPD The power of the Drum is a Music subject focusing on the use of the drum as a musical instrument. Theory will cover drum techniques as well as the history of the drum through human history. Practical elements will include a range of percussion instruments and will involve public performances. STUDIO ARTS: Photography (1 Semester) 10SAP This unit aims to give students a solid introduction to digital photography. Through theory and practice, students will learn how to use a Digital SLR camera, explore the elements of art and design, develop a knowledge of the history of photography, learn how to use studio equipment and digital image editing software. Practical activities include producing a folio of images which explore a wide range of photographic styles and techniques.

This pathway may lead to: Art 1-4; VCE Studio Arts–Photography 1-4, Media 1-4, Visual Communication & Design 1-4 and VCAL, VET Interactive Digital Media, VET Visual Arts

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ARTS: Visual Communication and Design (1 Semester) 10VIS This study encourages students to learn about the three different fields of design and how the design process can be applied. Students are encouraged to experiment with a wide variety of materials and techniques including 2D, 3D, hand-drawn and computer generated drawings and designs. Students will learn: • Develop skills and knowledge in the three design fields; communication, environmental and industrial • Develop skills in two-dimensional and three-dimensional freehand and instrumental drawing techniques • Develop skills and knowledge in the application and use of the design elements and principles • Develop skills in rendering techniques • Develop skills in applying a design process to a specific brief • Develop skills in the use of 2D/3D computer programs including Adobe Photoshop, Adobe Illustrator and Google Sketch Up.

This pathway may lead to: VCE: Visual Communication & Design Units 1-4; VCAL, VET: Interactive Digital Media, VET Visual Arts ENGLISH: Professional Writing 10EPW • The course introduces students to the practical writing skills required for working in the creative, commercial and media

industries. • Students will have the opportunity to draft, edit and produce portfolio writing pieces for publishing and broadcasting

purposes, including novel writing, journalism, feature writing and scriptwriting. • The course addresses the practical, real-world processes and applications involved in writing for professional purposes.

This pathway may lead to: VCE Media (Units 1-4), VCE English (Units 1-4), VCE Literature (Units 1-4), VCE English Language.

ENGLISH: Let’s Investigate 10ELI • This course allows students to select an area of interest and develop an investigation to explore key ideas, evidence and future

outcomes. • Students develop high levels of literacy and research skills in preparation for VCE. • The course is designed to allow students to reach into the community and beyond to find answers for their own research

question. • Students learn how to collect and read data through interviews, surveys and analysis of expert opinions.

This pathway may lead to: VCE Extended Investigation (Units 3 & 4)

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HUMANITIES: Australian History (1750-1918) (1 Semester) 10HAU Students will learn how the events between 1750-1918 have shaped the modern world and Australia. The course will focus on what were the changing features of the movements of people from 1750 to 1918, how did new ideas and technological developments contribute to change in this period, also addressing what was the origin, development, significance of European Colonization of Australia, culminating in focus on the significance of World War I. Areas of address: • The Industrial Revolution and the Movement of People • Australian Colonisation and Conflict • The Gold Rush & Eureka • World War I

Assessment Students will complete essays, research reports, oral presentations and an exam.

This pathway may lead to: VCE History -20th Century Units 1-2, History – Revolutions Units 3-4 HUMANITIES: Business Studies (1 Semester) 10HBS

In this unit students are involved in the organisation of an event. They develop a ‘business plan’, which covers, advertising, business logo, profit/loss, location, viability analysis and reflection. Students learn about the importance of businesses, both large and small, and how these contribute to Australia’s economy and cover the following topics • Accounting and Personal Finance: • Marketing • Economics: • Globalisation:

This pathway may lead to: VCE Accounting (Units 1-4), VCE Business Management (Units 1-4), VCE Economics (Units 1-4). VCE Legal Studies (Units 1-4)

HUMANITIES: Geography (Years 9/10) 10HGE Students will use an inquiry-based approach to explore one major natural system. They will also investigate human activities on the natural environment and address characteristics of development across the globe. Students undertake field investigations in the local area to gather, collate, analyse and evaluate data relating to the natural environment. Areas of address: • The Biosphere and Atmosphere • Global Warming and Climate Change • Development (United Nations & Non-Government organisations) • Globalisation

Assessment: Students will complete field work, essays, research reports, oral presentations and an exam.

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HUMANITIES: Law & Economics (1 Semester) 10HLA This unit will help students make informed decisions and understand the how and why of ‘making the right choices’ in life. Financial literacy is an integral part of the course. Students will construct a personal budget and develop skills, knowledge and strategies to manage their personal finances. The unit will also study the origins of Australia’s legal system. Students will investigate how laws are made and changed. They will learn about civil and criminal law, citizen rights and responsibilities under the law, the role of the police, ‘how to vote’ as well as details of the local Magistrate’s Court. Assessment • Managing Money Portfolio • Infamous Cases Presentation • Immigration Fact Sheet • Election persuasive speech/Examination

This pathway may lead to: VCE Accounting Units 1-4, VCE Business Management Units 1-4, VCE Economics Units 1-4, VCE Legal Studies Units 1-4

HUMANITIES: Modern History (1918-Present) (1 Semester) 10HMH This history will focus on the modern world and how Australia fits within. This critical period of history will address Australia’s social, cultural, economic and political development and the transformation of the world through political turmoil, global conflict and international cooperation. Upon completing this course students will understand how the world of today was forged from the past. Areas of address: • The inter-war period to World War II • The Cold War • The Vietnam War to the “War on Terror” • Rights and Freedoms

Assessment Students will complete essays, research reports, oral presentations and an exam.

This pathway may lead to: VCE History - 20th Century Units 1-2, History – Revolutions Units 3-4, Legal Studies Units 1-4.

LANGUAGES: Indonesian 9 (2 Semester/Full Year) 9IND Students engage in a variety of skills sets to improve their listening, reading, writing and grammar understanding of the Indonesian language. Students use peer teaching techniques, create posters and scripts for oral presentations and further their cultural understanding of Indonesia through the use of ICT in the classroom. The course covers Revision from year 7 and 8, Sport and Entertainment, Our Environment, Going on Holiday and Celebrations and Ceremonies Assessment Students will complete listening, reading, writing and speaking assessment over the course of the semester.

Prerequisite: Indonesian Years 7 and 8

This pathway may lead to: VCE Indonesian Units 1-4, Year 10 International Studies, History Units 1-4

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LANGUAGES: Indonesian 10 (2 Semesters/Full Year) 10IND Students work towards building and consolidating their Indonesian cultural and language understanding through the use of ICT and variety of texts. A strong emphasis on grammatical structures and everyday communication skills will develop study skills for VCE. There is also an opportunity for students to travel to Indonesia to improve their language and cultural understanding. The course covers Student Exchange, Going to the Doctor, Village and City Life and Indonesian History Assessment Students will complete listening, reading, writing and speaking assessment over the course of the semester.

Prerequisite: Indonesian Years 7, 8 and 9

This pathway may lead to: VCE Indonesian Units 1-4

LANGUAGES: Japanese 9 (2 Semesters/Full Year) 9JAP Students work towards building and consolidating their Japanese cultural and language understanding through the use of ICT and variety of texts as well as a strong emphasis on grammatical structures and everyday communication skills. There is also an opportunity for students to travel to Japan to improve their language and cultural understanding. Students will study Invitations, Locations, School, Seasons and Weather, Shopping and Describing Someone. Assessment Students will complete listening, reading, writing and speaking assessment in a variety of forms from listening to podcasts, writing speeches/scripts and using ICT to record their speaking skills.

Prerequisite: Japanese Years 7 and 8

This pathway may lead to: VCE Japanese Units 1-4, Year 10 International Studies, History Units 1-4 LANGUAGES: Japanese 10 (2 Semesters/Full Year) 10JAP Students work towards building and consolidating their Japanese cultural and language understanding through the use of ICT and variety of texts as well as a strong emphasis on grammatical structures and everyday communication skills students have the opportunity to prepare study skills for VCE. There is also an opportunity for students to travel to Japan to improve their language and cultural understanding. The course covers Eating Out, Homestay, Personal Skills, Part-time Job, Directions and Activities. Assessment Students complete listening, reading, writing and speaking assessment in a variety of forms from listening to podcasts, writing speeches / scripts and using ICT to record their speaking skills.

Prerequisite: Japanese Years 7, 8 and 9

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PHYSICAL EDUCATION (PE): Football Codes (1 Semester) 10PFC Students engage in a variety of football codes including: Australian Rules Football, soccer, rugby league, rugby union, gridiron, and international rules. Students will learn: Learning Outcomes • Students Investigate and apply methods of training specific to each football code and design and implement a training

program to improve personal performance. • Investigate skills specific to each football code and learn how to sequence a training session. • Develop an understanding of rules of each football code and how to apply them as game official/referee. • Investigate current issues in football codes such as the use of performance enhancing substances.

Assessment Tasks • Training program Assignment • Rules Tests • End of Semester Exam

Excursions AFL Game Excursion – Friday Night Football

This pathway may lead to: VCE Physical Education Units 1-4, Outdoor Education Units 1-4, VET Sport and Recreation PHYSICAL EDUCATION (PE): From Sea to Summit (1 Semester) 10PSS

This course includes theory/practical components as an introduction to topics covered in VCE Outdoor & Environmental Studies. Students will increase their leadership, teamwork and co-operation in challenges. Learning outcomes • Minimal impact travel and living • Water awareness such as reading rips, currents and tides • Snorkeling skills/Surfing skills • Orienteering skills • Camping including preparing and cooking meals • Indoor rock climbing skills Assessment • Snorkeling, rock climbing and orienteering will be assessed • Environmental issue assignment/ Exam Camps/Excursions • Overnight surf camp to Phillip Island • Rock Climbing • Snorkeling • Orienteering • Sailing • Obstacle Course

This pathway may lead to: VCE Physical Education Units 1-4, Outdoor & Environmental Studies Units 1-4. VET: Outdoor Rec.

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PHYSICAL EDUCATION (PE): Healthy You, Healthy World 10HYW Students will explore community health issues, investigate youth health, local community health and Australia’s health on a national level as well as undertaking a personal health challenge. This unit will provide a foundation for those students going on to study VCE Health and Human Development. Learning outcomes • Students learn to use health data to explore personal behaviours and community actions that contribute to health of specific

groups • Students investigate community facilities available for health and physical fitness activities and explore how they might use

them to maintain their wellbeing • Students analyse the importance of policy, programs and initiatives designed to help improve health outcomes • Students also undertake a physical activity element within this subject Major Assessed Tasks • Youth health in the local community task • Local health investigation • Australia’s health research task • Personal health challenge • End of Semester Exam

This pathway may lead to: VCE Physical Education Units 1-4, Outdoor Education Units 1-4, VET Sport and Recreation

PHYSICAL EDUCATION (PE): Leisure Studies (1 Semester 10PLS This subject will be centered on recreational activities and healthy lifestyles, with a non-competitive focus. Students will be exposed to a wide range of different activities that may include lawn bowls, bocce, archery, ultimate Frisbee, ten pin bowling, bush walking, fencing, go karting, rollerblading, tree-surfing and golf. Learning Outcomes • The importance of physical activity and its relationship with a healthy lifestyle • The role of the community in promoting physical activity • Building confidence, communication skills and leadership through participating in a diverse range of leisure activities

Assessment • An investigation into Physical activity across the lifespan • Leisure facilities in the local community research task and pamphlet design • End of semester exam

Excursions Tree Surfing, Go Karting, Laser Tag, Croquet, Lawn Bowls, Bushwalking, Gravity Zone


PHYSICAL EDUCATION (PE): Movement to Music (1 Semester) 10PMM In Movement to music students explore the world of dance. Students will participate in, create and perform dance pieces in a variety of styles. Students learn the importance of safe dance practice whilst exploring their skills and technique. Students will also choreograph and perform original group pieces. Students will also experience and participate in professionally run dance classes in the following styles throughout the semester – Hip-Hop, Contemporary, Jazz, Belly-dancing, Ballroom and Zumba. Assessment • Performances • Peer Teach • Research Task

This pathway may lead to: VCE Physical Education Units 1-4, Outdoor Education Units 1-4, VCE Dance, VET Sport and Recreation. VET: Dance

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PHYSICAL EDUCATION (PE): Racquet Bat & Ball (1 Semester) 10PRB Students take part in a range of sports/activities. The course will focus on skill development, strategic play, fitness components and methods of training associated with the chosen activities. It is a mainly practical based course but will also contain elements of sports science that will help students prepare for VCE. Students will learn • A variety of skills, rules and strategies associated with the chosen sports/activities. • Which different components of fitness are important in order to train effectively for each sport/activity. • How different methods of training can be applied and adapted in order to train effectively for each sport/activity. • How to plan, organise and run practical sessions effectively. Assessment • Written assessments based on knowledge and understanding of chosen sports/activities and on training methods and their

application. • Practical assessment based on contribution to lessons, participation as well as performance. Excursion Mornington Tennis Club – Tennis Lessons

This pathway may lead to: VCE Physical Education Units 1-4, Outdoor Education Units 1-4, VET Sport and Recreation PHYSICAL EDUCATION (PE): Sports Coaching (1 Semester) 10PSC Focuses on developing coaching, communication and leadership skills in sports coaching contexts. Emphasis on planning/participating in various sport sessions, organizing equipment and running coaching sessions. Students involved in coaching younger students in various sports and in the preparation of a junior school sporting team. Learning Outcomes • Skills and attributes of effective coaching • Designing and implementing an effective training session • Delivering Coaching sessions and reflection on these sessions • Skill Acquisition, stages of learning a skill and types of physical skills • Fitness components • Training methods and principals Assessment • Ongoing practical coaching and reflections • Skills and attributes of coaching outcome • College Sports Team coaching assignment • Skill acquisition peer teach task • End of semester Exam • Excursion • Victorian Institute of Sport


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PHYSICAL EDUCATION (PE): Sports Science and Fitness (1 Semester) 10PSF This subject will be made up of both theory and Practical components and will serve as an introduction to VCE Physical Education for students who plan to study PE in years 11 and 12. Learning Outcomes • Students will learn about the body systems and their role in health and exercise, training principles and methods and energy

systems. • Students will analyse practical activities in order to investigate the theoretical components of the course. • Students will be involved in Laboratory activities, excursions to local gymnasiums and several incursions with a variety of

exercise physiologists. Assessment Tasks • End of semester exam • Training methods peer teach assessment • Body system assessment • Excursion • Optima Gym – Fitness Sessions (3) • Victorian Institute of Sport

This pathway may lead to: VCE Physical Education Units 1-4, Outdoor Education Units 1-4, VET Sport and Recreation PHYSICAL EDUCATION (PE): Track and Field (1 Semester) 10PTF The world’s oldest and greatest sporting competitions and events will be explored and studied in the subject. Students will learn • The fundamental skills of a wide range of track and field events. • The rules and regulations associated with each track and field event. • Different training methods to improve performance in a range of events. Assessment Items • Writing task • Skills assessment


SCIENCE: Marine Science (1 Semester) 10SMS Do you realise how lucky you are to live on the Mornington Peninsula? Do you wonder at the animals and plants that can be found in the rock pools? Do you go to the Aquarium and stare at the sea jellies and wish you knew more about them? Do you see plastic in our waters that we discard and wonder what it is doing to the animals and plants that are there? The Mornington Peninsula is an amazing place and special in its location. So close to Port Phillip Bay and Westernport Bay, with marine environments ranging from rock pools, limestone reefs, saltmarshes and open water which can be easily explored. Recreational use in these areas has led to conservation issues regarding pollution, over-fishing, salinity and erosion. In this course you will explore the range and types of organisms found in different marine environments, the factors that affect them and what we can do as a community to preserve them for the future. This pathway may lead to: VCE Environmental Science Units 1-4, VCE Chemistry Units 1-4, VCE Biology Units 1-4

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SCIENCE: Medical Forensic Science (1 Semester) SMF

Ever watched those numerous Forensics shows? Want to know the real Science behind them? Ever wondered what the deadliest disease is? Interested to hear the disgusting details of parasites like tapeworms? Well get ready! Medical and Forensic Science is all about the gross, the real and sometimes bloody facts about crimes and medicine! During Medical and Forensic Science you will take an in-depth look at how your body works to keep you healthy, the Chemistry, Biology and Physics scientists use to solve nearly any crime, whilst developing your essential skill set for VCE. Areas may include Toxicology (poisons) Entomology (Insects), Anthropology (bones) and the implications and dangers of blunt and edged weapons.

This pathway may lead to: VCE Biology Units 1-4, Chemistry Units 1-4, Physics Units 1-4, VCAL, VET Laboratory Skills. SCIENCE: Mindworks (1 Semester) 10SMW

• Can’t make up your mind? Well why not learn about the Brain and how it works? • Mindworks is an elective for those who wish to extend their scientific understanding in preparation for VCE. • Psychology is the study of how people, think, feel and behave. In this elective, students will study the behaviour of humans

and learn how Psychology relates to mental health. • This unit covers topics including mental health, memory, intelligence, sport psychology and the varied Psychological

occupations that are available.

This pathway may lead to: VCE Psychology Units 1-4, VCAL TECHNOLOGY (FABRICS): Garment Construction (1 Semester) 10FGA Students engage in design and development of basic garments such as jumpers, shorts, tracksuit pants . This course is an excellent foundation course leading onto VCE Product Design Fabrics. Students will learn • How to follow commercial patterns and make simple changes and modifications to achieve their design ideas. • A variety of construction techniques and processes to enable them to be successful at making garments. • How to structure a design folio with consideration to the design process. • Sustainability – Social, economic and environmental issues

Assessment Design Folio and completed Garment

This pathway may lead to: VCE Design & Technology Fabrics Units 1-4, VET Clothing Design & Production. TECHNOLOGY (FABRICS): Creative Fabrics (1 Semester) 10FCR The students will engage in design and development of a variety of fashion accessories or soft furnishings e.g. bags, hats, quilts, soft sculpture and garments. Student’s creativity will be encouraged and explored, challenged and extended throughout the course. This course is an excellent foundation course leading onto VCE Product Design Fabrics. Students will learn • A variety of decorative techniques to create their ideas. Student’s creativity will be encouraged and explored, challenged and

extended throughout the course • A variety of construction techniques and processes to enable them to be successful at making soft furnishings and sculptures. • How to structure a design folio with consideration to the design process. • Sustainability – Social, economic and environmental issues Assessment Design Folio and completed Soft Furnishing/sculpture or Garment

This pathway may lead to: VCE Design & Technology Fabrics Units 1-4, VET Clothing Design and Production.

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TECHNOLOGY (FOOD): Café Catering (1 Semester) 10CAF Café Catering involves students creating various high quality dishes that are commonly found in cafes and restaurants. This course will enable to students to develop many café specific food preparation and presentation techniques relating to current café trends. Students will learn • How to use safe and hygienic food practises in the kitchen • The characteristics of food ingredients and using modern trends to optimise the quality of food products. • How to use the design process to plan and prepare for different food items. Assessment • Research Task • Design Folio • Production Test • Semester Exam

This pathway may lead to: VCE Food Studies Units 1-4

TECHNOLOGY (FOOD): Eating Expeditions (1 Semester) 10EAT

Eating Expeditions focuses on Australia’s cuisine and our evolving food habits and the influence of other cultures. This course will enable students to experience different ingredients/techniques in preparing dishes from around the world. Students will learn • The role food plays in people’s everyday lives. • Australia’s multicultural cuisine. • Various food preparation techniques and ingredients to produce a wide variety of dishes from around the world. • How to use the design process to plan and prepare for production. Assessment • Research Task • Design Folio • Production Test • Semester Exam

This pathway may lead to: VCE Studies Units 1-4

TECHNOLOGY (FOOD): Fantastic Fast Foods (1 Semester) 10FAF Fantastic Fast Foods emphasises the role of nutrition in maintaining health and wellbeing. Focus is on key nutrient functions and sources while considering diet-related conditions. This course will enable students to develop skills in food production/presentation, as well as developing an understanding of the design process, using food as medium. Students will learn: • The safe and appropriate use of tools and equipment in the kitchen • Safety, hygiene and measuring procedures in the kitchen • The major nutrients, their functions and food sources • A variety of diet-related health conditions and their links to food • How to use the design process to plan and prepare for food products Assessment • Written Test • Research Task • Design Folio • Production Test • Semester Exam

This pathway may lead to: VCE Food Studies Units 1-4 and Health and Human Development Units 1-4

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TECHNOLOGY (Food): Marvellous Menus (1 Semester) 10MEN Marvellous Menus focuses on investigating and producing different dishes that follow the courses of a menu. This subject will allow students to develop many food production and presentation skills, whilst using the design process to plan and prepare food products related to specific design briefs. Students will learn • How to use tools and equipment safely • Different food preparation and processing techniques, including cake making and decorating • Different cooking methods to optimise the properties of key foods Assessment • Research Task • Design Folio • Production Test • Semester Exam

This pathway may lead to: VCE Food Studies Units 1-4

TECHNOLOGY: Innovative Wood and Design (1 Semester) 10WOO This course is designed for students to further their knowledge and skills using wood as their focal medium. A typical project would be a flat pack table with the emphasis being on innovation and design for disassembly. Laser cutting and 3D printing can also be incorporated into the project. This course is an excellent foundation course leading onto VCE Product Design, studying key issues such as sustainability, product analysis, industrial manufacturing, and the social, economic and environmental issues. Students will learn • To write an extended design brief, evaluation criteria and to conduct relevant research for their project • To develop drawing and presentation skills • To develop skills using hand tools, power tools and time management. • To analyse social, ethical and environment considerations for global preferred futures

Assessment Portfolio and practical project

This pathway may lead to: VCE Product Design & Technology – Wood Units 1-4, VET Building & Construction

TECHNOLOGY: Multi Material Product Design (1 Semester) 10MMP The Multi Materials course focuses on developing designing and manufacturing skills using a variety of different materials, including wood, metal and plastic. There is a particular focus on the use of CAD/CAM which could involve using the laser cutter or 3D printer. An understanding of basic electronics and soldering skills will be developed. Typical projects could be a free standing lamp, USB holder, or Sustainable Clock. Assessment will be through a design portfolio and a completed practical outcome. This course is an excellent foundation course leading onto VCE Product Design and VCE Systems Engineering. Students will learn • Study a range of different designers and design movements to gain inspiration to develop a range of creative design ideas. • Study key design issues such as sustainability, product analysis, industrial manufacturing, and the social, economic and

environmental factors involved in producing an effective product. • Gain an understanding of various manufacturing techniques which can be used with the different materials. • Keep a design folio of their work. Assessment Folio and practical projects

This pathway may lead to: VCE Product Design & Technology – Wood Units 1-4, VET Building & Construction

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TECHNOLOGY: Architecture and 3D Modelling (1 Semester) 10I3D Students will use 3D Computer Aided software to design a range of 3D models both on screen and in physical form. This subject will help greatly those wanting to do Product Design or Visual Communication at VCE level. Assessment: • 3D design process; 3D model (electronic); 3D model (physical)

This pathway may lead to: VCE Computing 1-2, Software Development, Computing Applications 3-4, Visual Communication 1-4, Design Technology 1-4

TECHNOLOGY: Digital Technologies (1 Semester) 10IDT Students use a range of software tools such as Adobe Dreamweaver to create basic computer applications for a range of devices. Students will Learn: • Creation of program algorithms (coding) • Major software project – website development • Ethics in IT Assessment: • Website/software creation

This pathway may lead to: VCE Computing 1-2 Software Development, Computing Applications 3-4, Computing Software Development 3-4

TECHNOLOGY: Electronic Products (1 Semester) 10ELE Electronic Products gives students the opportunity to learn the theory of electronics through software modelling, prototyping and building electronic circuits. They will undertake a number of focused practical tasks which will give them the tools to design, prototype and build a functioning electronic product. Typical projects could be: flashing bike light, stroboscope, remote control mood light and an obstacle and line tracking robot. Students will Learn • Voltage, current and resistance and how these interact in a circuit; • A range of electronic components such as: resistors, capacitors, transistors, LDRs, integrated circuits, micro-controllers and

motors • Industry standard programming language used for programming microcontrollers • Electronic systems in the automotive, marine and aviation industries • Printed circuit board design, assembly and soldering skills • Use of the Laser Cutter and 3D Printer including the associated design software

Assessment Folio and completed practical project. This pathway may lead to: VCE Systems Engineering, VET Integrated Technologies, VET Electrical, VCE Product Design & Technology

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TECHNOLOGY: Robotics (1 Semester) 10ROB Students will learn about robotics and automation through practical application and will find innovative solutions to real-world problems. They will be collecting data from input sensors and mapping the data to control a range of output devices. Students will use input sensors such as: ultrasonic, infrared, sound, light and heat and they will use output devices such as: motors, servos, lights and solenoids. Typical projects could be: a glove-controlled robotic hand:, a robotic arm; an interactive dancing robot. Students will learn: • About robotics and automation in modern society • Graphical-based coding • C++ text-based programming language • The modern manufacturing techniques of 3D printing and laser cutting • Industry standard 2D & 3D design software packages such as Fusion 360 • Problem solving through following sequences and decision making Assessment: Folio and completed practical project.

This pathway may lead to: VCE Systems Engineering, VET Integrated Technologies, VET Electrical, VCE Product Design & Technology

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Year 11-12 Course Selection

The first step is to decide whether you are doing:

VCE Standard Course

(2 year Certificate)

VCAL (Victorian Certificate of Applied Learning)

Includes a combination of VCAL units, VETis, work placement/community service

or an SBAT (School Based Apprenticeship and Traineeship)

Some basic guidelines

Students who plan to go to university and require an ATAR (Australian Tertiary Admission Rank) should select an appropriate VCE course.

Students who plan to do a trade should consider a VETis program and the VCAL program.

Students who are seeking an alternative to academic studies and would like to acquire industry based experience should consider the VCAL program.

Students who are unsure about their future plans but may wish to attend university should consider VCE.

Planning Your Course

The 1-2-3 Plan for VCE /VCAL /VETis

Your VCE / VCAL / VETis /SBAT (School Based Apprenticeship and Traineeship) program is designed to lead you to either employment or further education and training. You need to be sure that the course of study you choose at Year 11 and 12 will connect you to your desired career path.

So follow the 1-2-3 Plan

1. WHERE do you want to end up?

2. HOW do you get there – an apprenticeship, university course, TAFE course or particular skills for your job?

3. WHAT course do you need to put together at Year 11 and 12 to get to the next step?

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Before I choose my course

1. Have I referred to my Career Planner in the student secure area on the COMPASS Career Web Page and tried to understand where my career interests are? • Discussing the outcome with the Pathways Team may help me make better use of the ‘Job Guide’.

2. Have I thought carefully about subjects?

• What I like • What I am good at • What I need for courses and careers of interest?

3. Have I looked up the subjects required for the courses I am interested in?

• The careers practitioners can show you how to use important directories: - the VTAC guide, tertiary entry supplements, VICTER, TAFE directory. These resources are available in the Pathways Office.

4. Have I checked with my subject teachers? • Subject choice should depend on your abilities and interests. It is best to select the most appropriate subject/s

which allows you a broad career pathway. • Consider a VETIS course or a part-time apprenticeship as a start on your career pathway.

5. Have I discussed my thoughts openly with my family?

• Your family can be a very important support network in doing VCE/VCAL/VETis. Allow your family to be a meaningful part of this process.

6. Have I used all the contacts available to me? • Speak with anyone able to give constructive advice in your areas of interest.

7. Have I made sure I am preparing for a range of options?

• Make sure you are not just preparing for one career. Consider alternative options if your plans fall through or you change your mind about a career.

8. Have I completed and lodged my preferred course through COMPASS? • You don’t want to miss out because you did not meet the deadline.

9. Refer to VICTER appropriate to the year of your expected tertiary entry.

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Choosing Your Course for 2019

Discuss your intentions with your Homegroup teacher, parents and subject teachers.

Read this handbook. Seek advice on anything you don’t understand.

If you are interested in VCAL you must complete the Special Course Consideration Application Form and make an appointment with the Pathways Coordinator.

Discuss your VETis options with the Pathways Office.

You will have the opportunity to discuss your course with your subject teachers, learning area coordinators and the senior school co-ordinators. Use your Career Action Plan and consult the Career Practitioners. You may also wish to use the Career Voyage program or Job Guide to assist you.

Ensure that you thoroughly investigate your appropriate Maths unit. Remember many tertiary courses list Maths as a pre-requisite subject. Consult with your Year 10 Maths teacher and ask for their recommendation.

Where Can I Get Help?

VTAC Guide

TAFE Directory

Victer

Work Experience

Subject Teachers

Career & Pathways Office

Learning Area Coordinators

VCE Coordinators

Self-directed Search (SDS)

Contacts in Area of Interest

Family

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiR9pbm4qrcAhWQBIgKHZ9OCiMQjRx6BAgBEAU&url=http://www.willihigh.vic.edu.au/?p%3D2615&psig=AOvVaw07kmdy0DwLroSRhkSNk-uO&ust=1532076210011106

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VCE (Victorian Certificate of Education)

Year 11-12 The VCE program covers Years 11 and 12 and involves four semesters of work. Over these four semesters, students will normally take a total of 20 units: 10 units of 1 and 2 studies and 10 units of 3 and 4 studies. Some students will undertake extra units, for example in Year 10.

A unit lasts for one semester or a half year.

Units 1 and 2 are normally attempted in Year 11 and can be taken as single units.

Units 3 and 4 are normally attempted in Year 12 and must be undertaken as a sequence.

Successful completion of the VCE is based on satisfactorily achieving Learning Outcomes. In reporting satisfactory completion of Units 1, 2, 3 and 4, we are certifying that students have met the outcomes as set out in the VCE Study Designs. Early in each semester, students will be provided with a list of the tasks required and will be told when each is due. All students need to set goals for meeting deadlines and plan to have work completed on time.

VCE Graduation Requirements

The Victorian Curriculum Assessment Authority (VCAA) requires that the following apply: you must satisfactorily complete a total of no fewer than 16 units that include:

Three units of English (Units 1 and/or 2, units 3 and 4 are vital for ATAR)

Three sequences of Units 3 and 4 studies other than English.

Assessment

Assessment of Unit 1 and 2 studies is school-based and reported as S (Satisfactory) or N (Not Satisfactory). For Unit 3 and 4 studies, students receive grades as well as the S or N assessment. At Unit 3 and 4 level, the VCAA supervises the assessment of all students. Graded assessments are either school-based (SACs or SATs) or externally set and marked examinations. Every VCE study has at least one exam.

More information regarding assessment can be obtained by visiting the VCAA website: www.vcaa.vic.edu.au/vce/index.html

http://www.vcaa.vic.edu.au/vce/index.html

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Tertiary Entrance Requirements

Tertiary institutions such as universities and colleges have a range of selection criteria and it is important that students investigate requirements of courses early in the development of their career pathways. Some VCE studies are prerequisites or give students a greater chance of obtaining a high ATAR. The ATAR is used as the primary source of selection in almost 50% of courses. VCAA calculates a study score from the graded assessments in each Unit 3 and 4 study. Using these study scores, VTAC (Victorian Tertiary Admissions Centre) calculates an ATAR for each student.

Choosing a Course

Students and their parents should study this handbook, Course Selection booklets and the Guide to the VCE carefully. Students and parents need to aware that there is a cutoff date for subject changes. When choosing courses and units, students should consider studies that:

Interest them

They are good at, i.e. what type of work is required? Practical? Scientific? Essay Writing?

Lead to employment they find appealing

Prepare them for further training or tertiary courses that they are considering.

Fulfill the requirements for admission to tertiary courses.

Obtaining Advice and Information

It is the student’s responsibility to seek advice and make informed decisions. Students can seek advice and information from their VCE Course Counsellor. Students should also seek information on possible careers and further education courses by visiting the Pathways Office and seeking advice from the Career Practitioner. Each student, their parents and/or guardians will have an interview with a teacher at the College to discuss and finalize subject selection. Subject information is available from the appropriate subject teacher. Students interested in VET courses should see the Pathways office for information and application forms.

Planning for the Two Year Course

Students should plan for both Years 11 and 12, noting that changes can be made to suit changing interests and activities. In year 11 & 12, five units will be studied each semester. Each unit is 4 periods per week.

Units Offered

A range of units are offered to provide the widest possible student. However, due to staffing restrictions and student numbers, not all listed units will be available in any one year or semester. We will also have to timetable units together, which may restrict choices for some students. As far as possible, efforts will be made to minimize these restrictions.

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Acceleration

Some Year 11 students will be able to take a Unit 3/4 sequence depending on their Year 10 results. University units can also be undertaken if students have completed Unit 3 and 4 studies in Year 11.

Fees and Charges

All units of study have a charge attached to them. Selecting one of these courses means an obligation to accept responsibility for the charge involved. Payment of the unit charge confirms the student’s place in the class. Alternative arrangements can be made in cases of financial difficulty.

VCE UNITS 1 and 2

ENGLISH – COMPULSORY Students are able to select any one of following 1/2 English Units or a combination of any two of these units.

English English Language Literature Arts • Art • Dance • Drama • Media • Music

Performance • Studio Arts –

Photography • Visual

Communication Design

Humanities • Accounting • Australian and Global

Politics • Business

Management • Economics • Geography • History –20th Century • Legal Studies Languages • Indonesian • Japanese

Health & Physical Education • Health & Human

Development • Outdoor &

Environmental Studies • Physical Education Mathematics • Foundation Mathematics • General Mathematics • Mathematical Methods

(CAS) • Specialist Mathematics

Science • Agriculture/Horticulture • Biology • Chemistry • Environmental Science • Physics • Psychology Technology • Food Studies • Computing • Systems Engineering • Product Design &

Technology – Fabrics • Product Design &

Technology – Woodwork

VCE UNITS 3 and 4

ENGLISH – COMPULSORY Students are able to select any one of following 3/4 English Units or a combination of any two of these units.

English English Language Literature

Arts • Art • Drama • Media • Music

Performance • Studio Arts –

Photography • Visual

Communication Design

Extended Investigation

Humanities • Accounting • Business

Management • Geography • Global Politics • History –Revolutions • Legal Studies LOTE • Indonesian • Japanese

Health & Physical Education • Health & Human

Development • Outdoor & Environmental

Studies • Physical Education Mathematics • Further Mathematics • Mathematical Methods • Specialist Mathematics

Science • Biology • Chemistry • Environmental Science • Physics • Psychology Technology • Food Studies • Computing: Computing • Computing: Software

Development • Product Design &

Technology – Fabrics • Product Design &

Technology – Woodwork

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ACCOUNTING - UNITS 1 & 2 11ACO Contact: Ms Sian Jones UNIT 1: ESTABLISHING AND OPERATING A SERVICE BUSINESS Students will learn • Focus on the recording, reporting and analysing of accounting information of small businesses. • To examine the role of accounting in the decision-making process for a sole trader of a service business. UNIT 2: ACCOUNTING FOR A TRADING BUSINESS Students will learn • About accounting for a sole trader of a trading business. • About cash and credit transactions to determine profit. • To evaluate the performance of businesses and suggesting strategies on improvement. • An accounting software package; QuickBooks Assessment • Exercises using a commercial accounting software package • Folio of manual and computer exercises; • Tests/Exams • Assignments • Case studies • Reports

ACCOUNTING - UNITS 3 & 4 12ACO Contact: Ms Sian Jones UNIT 3: RECORDING AND REPORTING FOR A TRADING BUSINESS Students will learn • About financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of

accounting as an information system. • To use the double entry system of recording financial data and prepare reports using the accrual basis of accounting. UNIT 4: CONTROL AND ANALYSIS OF BUSINESS PERFORMANCE Students will learn • How to use financial and non-financial information in assisting management in the decision-making process. • To investigate the role and importance of budgeting for the business • To interpret accounting information from accounting reports, graphical representations, and analyse the results to suggest

strategies to the owner on how to improve the performance of the business. Assessment • Folio of manual and computer exercises • Tests • Assignments • Case studies • Reports • End of year exam

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ART- UNITS 1 & 2 11ART Contact: Mr Michael Delaney This study encourages students to explore ideas, working methods and a range of technical skills through personal and independent investigation and experimentation. Students develop an understanding of the use of visual language to document their exploration and development of ideas, techniques and processes in a visual diary. Students explore the practices of artists who have been inspired by ideas relating to their personal and cultural identity, as well as the influence of contemporary ideas. Students will learn how to examine and analyse how structural, personal, cultural and contemporary aspects contribute to artworks and their meanings, as well as to document the reflection of their own ideas and art making. Students will learn

• To create and discuss artworks using a wider range of personal inspiration and materials, producing at least 1 finished artwork. • To analyse, interpret, discuss and compare a variety of artworks from different times and cultures using the structural,

personal, cultural and contemporary frameworks. Assessment • Portfolio of works including one finished artwork • School Assessed Coursework • Mid-year and end of year exam ART - UNITS 3 & 4 12ART Contact: Mr Michael Delaney Students link their growing theoretical understanding of art to enhance their own art making practice. Students apply imagination and creativity to develop their ideas through the art process and visual language. Their art making is supported through investigation, exploration and application of a variety of materials, techniques and processes. Students will learn • How to create innovative and broad explorations and experimentations using a wide range of materials in order to create a

sustained folio of work • How to research, analyse, interpret and compare artworks and artist from different time periods • How to discuss, debate and research art ideas and accompanying issues Assessment • Portfolio of works including two finished artworks • School Assessed Coursework • End of year exam

AUSTRALIAN AND GLOBAL POLITICS - UNITS 1 & 2 11AGP Contact: Ms Sian Jones

This is a subject that looks at the way politics is practised in Australia and how it compares with other democratic systems, in the challenges of the implementation of policy Students will learn • To understanding the broad variety of links and interactions between states (countries) and non-state entities in an increasing

globalisation. • About politics as the seeking and exercise of power by individuals, groups and states. • To investigate the inter-connectedness of a state in the global political arena looking at contemporary issues and events. Assessment: • School Assessed Coursework (SAC) • An exam is also part of the assessment.

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GLOBAL POLITICS - UNITS 3 & 4 12AGP Contact: Ms Sian Jones VCE Australian and Global Politics is the study of contemporary power at both national and global levels. Through this study students explore, explain and evaluate national and global political issues, problems and events, the forces that shape these and responses to them. Australian and Global Politics gives an insight into the political, social, cultural and economic forces that shape our rapidly changing world and provides knowledge and skills that prepare students for formal study at the tertiary level or in vocational education and training settings. UNIT 3: GLOBAL ACTORS UNIT 4: GLOBAL CHALLENGES Students will be able to • Understand and use fundamental political concepts • Understand the nature of contemporary politics and power in national and global contexts • Critically examine the characteristics and features of Australian democracy • Analyse factors which shape the formulation and implementation of domestic and foreign policy • Analyse global issues and challenges and the key actions which influence these • Evaluate the effectiveness of responses to global crises • Develop skills of logical and rational analysis, synthesis and argument. Assessment • 2 SACs per unit • End of year Exam (50% of total score) AUSTRALIAN HISTORY - UNITS 3 & 4 12AUS Contact: Ms Sian Jones In VCE Australian History students explore four periods of time which span some of the transformative events and processes that developed and changed the nature of Australian society and created modern Australia. The first slice of time begins in the 1830s with the expansion of European control over much of southern Australia as squatters appropriated country inhabited by Aboriginal peoples. The remaining three time periods consider transformations undergone by the new Australian nation in the twentieth century. Major Learning Outcomes (Victorian Curriculum/VCE/VCAL): Unit 3: Outcome 1: On completion of this unit the student should be able to analyse the nature of change in the Port Phillip District/Victoria in the period 1834–1860. Outcome 2: On completion of this unit the student should be able to analyse the visions and actions that shaped the new nation from 1890 to 1920, and the changes and continuities to these visions that resulted from participation in World War One. Unit 4 Outcome 1: On completion of this unit the student should be able to analyse the social, economic and political consequences of a crisis on the nation. Outcome 2: On completion of this unit the student should be able to analyse and evaluate two key social, economic and political changes in late twentieth century Australia. Major Assessed Tasks: 4 x SACs over the year. 2x Unit 3 2x Unit 4. Throughout the unit students will complete a historical inquiry, source analysis, essay and historical interpretation.

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BIOLOGY - UNITS 1 & 2 11BIO Contact: Mr Daniel Patch VCE Biology enables students to investigate the processes involved in sustaining life at cellular, system, species and ecosystem levels. UNIT 1: How do living things stay alive? Area of study 1, How do organisms function? In this area of study students examine the structure and functioning of cells and how the plasma membrane contributes to survival by controlling the movement of substances into and out of the cell. Although the internal structure of a cell varies, all cells require a relatively stable internal environment for optimal functioning. Area of Study 2, How do living systems sustain life? In this area of study students examine the structural, physiological and behavioural adaptations of a range of organisms that enable them to survive in a particular habitat and to maintain a viable population size over time. Students consider the distinction between the external and internal environment of an organism and examine how homeostatic mechanisms maintain the internal environment within a narrow range of values for factors including temperature, blood glucose and water balance. Area of Study 3, Practical investigation Survival requires control and regulation of factors within an individual and often outside the individual. In this area of study students design and conduct a practical investigation into the survival of an individual or a species UNIT 2: How is continuity of life maintained? Area of Study 1, How does reproduction maintain the continuity of life? In this area of study students consider the need for the cells of multicellular organisms to multiply for growth, repair and replacement. They examine the main events of the cell cycle in prokaryotic and eukaryotic cells. Students become familiar with the key events in the phases of the cell cycle, and focus on the importance of the processes involved in a cell’s preparation for cell division. Area of Study 2, How is inheritance explained? In this area of study students build on their understanding of the nature of genes and the use of genetic language to read and interpret patterns of inheritance and predict outcomes of genetic crosses. Area of Study 3 Investigation of an issue In this area of study students investigate the increasing uses and applications of genetics knowledge and reproductive science in society both provide benefits for individuals and populations and raise social, economic, legal and ethical questions. Assessment per unit: • Practical activities or investigations • Multimedia presentation / Oral presentation • Annotated poster • Essays / Research tasks • Tests/exams

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BIOLOGY - UNITS 3 & 4 12BIO Contact: Mr Daniel Patch UNIT 3: How do cells maintain life? Area of Study 1, How do cellular processes work? In this area of study students focus on the cell as a complex chemical system. They examine the chemical nature of the plasma membrane to compare how hydrophilic and hydrophobic substances move across it. They model the formation of DNA and proteins from their respective subunits. The expression of the information encoded in a sequence of DNA to form a protein is explored and the nature of the genetic code outlined. Area of Study 2, How do cells communicate? In this area of study students focus on how cells receive specific signals that elicit a particular response. Students apply the stimulus-response model to the cell in terms of the types of signals, the position of receptors, and the transduction of the information across the cell to an effector that then initiates a response. Students examine unique molecules called antigens and how they elicit an immune response, the nature of immunity and the role of vaccinations in providing immunity. UNIT 4: How does life change and respond to challenges over time? Area of Study 1, How are species related? In this area of study students focus on changes to genetic material over time and the evidence for biological evolution. They investigate how changes to genetic material lead to new species through the process of natural selection as a mechanism for evolution. Students examine how evolutionary biology and the relatedness of species is based upon the accumulation of evidence. They learn how interpretations of evidence can change in the light of new evidence as a result of technological advances, particularly in molecular biology. Area of Study 2, How do humans impact on biological processes? In this area of study students examine the impact of human culture and technological applications on biological processes. They apply their knowledge of the structure and function of the DNA molecule to examine how molecular tools and techniques can be used to manipulate the molecule for a particular purpose. Students describe gene technologies used to address human issues and consider their social and ethical implications. Area of Study 3, Practical investigation A student-designed or adapted investigation related to cellular processes and/or biological change and continuity over time is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4. Assessment per unit At least five from the following: • Practical activities or investigations • Multimedia presentation • Oral presentation • Annotated poster • Essays • Research tasks • Tests

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BUSINESS MANAGEMENT - UNITS 1 & 2 11BSM Contact: Ms Sian Jones Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. • In Unit 1 students explore the factors affecting business ideas and the internal and external environments within which

businesses operate, and the effect of these on planning a business. Students also investigate how business ideas are created and how opportunities are created for new business ideas to emerge.

• In Unit 2, the focus is on the external business environment. Students consider a wide range of factors from the external environment and the effects these may have on the decisions made when planning a business. Students investigate how the internal environment relates to the external environment and the effects of this relationship on planning a business.

Assessment • Students complete a series of assessment tasks during Units 1 & 2 as well an exam each semester.

BUSINESS MANAGEMENT - UNITS 3 & 4 12BSM Contact: Ms Sian Jones

UNIT 3 – MANAGING A BUSINESS • In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to

achieve the business objectives. • Students examine the different types of businesses and their respective objectives. • They consider corporate culture, management styles, management skills and the relationship between each of these. • Students investigate strategies to manage both staff and business operations to meet objectives • Students develop an understanding of the complexity and challenge of managing businesses and through the use of

contemporary business case studies from the past four years have the opportunity to compare theoretical perspectives with current practice.

UNIT 4 – TRANSFORMING BUSINESS • In this unit students consider the importance of reviewing key performance indicators to determine current performance and

the strategic management necessary to position a business for the future. • Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most

efficient and effective way to improve business performance. • They investigate the importance of leadership in change management. Using a contemporary business case study from the

past four years, students evaluate business practice against theory.

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CHEMISTRY - UNITS 1 & 2 11CHE Contact: Mr Daniel Patch Chemistry explores and explains the composition and behaviour of matter and the chemical processes that occur on Earth and beyond. UNIT 1: How can the diversity of materials be explained? Area of Study 1, How can knowledge of elements explain the properties of matter? In this area of study students focus on the nature of chemical elements, their atomic structure and their place in the periodic table. Area of Study 2, How can the versatility of non-metals be explained? In this area of study students explore a wide range of substances and materials made from non-metals including molecular substances, covalent lattices, carbon nanomaterials, organic compounds and polymers. Area of Study 3, Research investigation. In this area of study students apply and extend their knowledge and skills developed in Area of Study 1 and Area of Study 2 to investigate a selected question related to materials. Unit 2: What makes water such a unique chemical? Area of Study 1, How do substances interact with water? In this area of study students focus on the properties of water and the reactions that take place in water including acid-base and redox reactions. Students relate the properties of water to the water molecule’s structure, polarity and bonding. Area of Study 2, How are substances in water measured and analysed? In this area of study students focus on the use of analytical techniques to measure the solubility and concentrations of solutes in water, and to analyse water samples for various solutes including chemical contaminants. Area of Study 3, Practical investigation On completion of this unit the student should be able to design and undertake a quantitative laboratory investigation related to water quality, and draw conclusions based on evidence from collected data. Assessment • School assessed coursework tasks • Experimental data collection and analysis • Teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit.

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CHEMISTRY - UNITS 3 & 4 12CHE Contact: Mr Daniel Patch Unit 3: How can chemical processes be designed to optimise efficiency? Area of Study 1, What are the options for energy production? In this area of study students focus on analysing and comparing a range of energy resources and technologies, including fossil fuels, biofuels, galvanic cells and fuel cells, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. Area of Study 2, How can the yield of a chemical product be optimised? In this area of study students explore the factors that increase the efficiency and percentage yield of a chemical manufacturing process while reducing the energy demand and associated costs. Unit 4: How are organic compounds categorised, analysed and used? Area of Study 1, How can the diversity of carbon compounds be explained and categorised? In this area of study students explore why such a vast range of carbon compounds is possible. They examine the structural features of members of several homologous series of compounds, including some of the simpler structural isomers, and learn how they are represented and named. Area of Study 2, What is the chemistry of food? Food contains various organic compounds that are the source of both the energy and the raw materials that the human body needs for growth and repair. In this area of study students explore the importance of food from a chemical perspective. Area of Study 3, Practical investigation On the completion of this unit the student should be able to design and undertake a practical investigation related to energy and/or food, and present methodologies, findings and conclusions in a scientific poster. Assessment

• Tests and practicals • School-assessed Coursework • Experimental data collection and analysis. • End-of-year examination.

COMPUTING: COMPUTING - UNITS 1 & 2 11ITS Contact: Ms Lara Adams VCE Computing: Computing focuses on the processing of data and the management of information and information systems. Information and communications technology (ICT) is evolving rapidly and this changes how tasks and activities are undertaken creating a vast array of new occupational opportunities. UNIT 1: IT IN ACTION Students will learn • How to acquire and apply a range of knowledge and skills to manipulate different data types • To create solutions used to persuade, educate, inform and entertain. UNIT 2: IT PATHWAYS Students will learn • How networking information systems allow exchange of data locally and globally through a variety of devices.

Assessment: • School Assessed Coursework (SAC) • Exam

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COMPUTING: SOFTWARE DEVELOPMENT - UNIT 3 & 4 12ITS Contact: Miss Lara Adams VCE Computing: Software Development focuses on the processing of data and the management of information and information systems. Information and communications technology (ICT) is evolving rapidly and this changes how tasks and activities are undertaken creating a vast array of new occupational opportunities. Unit 3: Software Development: This unit focuses on using programming language as a strategy for problem solving for users in a networked environment. Students will develop a detailed understanding of stages of analysis, design and development and pursue developmental outcomes using this language. Unit 4: Software Development: Students will be looking at the information needs of individuals, organisations and society and create purpose designed solutions in a networked environment. Assessment: • School Assessed Coursework (SAC)/Exam. DANCE - UNITS 1 & 2 11DNC Contact: Mr Michael Delaney

In this study, students explore the body as an instrument of expression. They create and perform solo and group pieces originating from different dance making processes and apply their knowledge of safe dance practices in the development of physical skills and body actions. Students also develop their skills in analysing cultural influences & discuss ways in which the contrasting qualities of movement express the intention of their own and dance works of others. Students will learn • To describe and document the expressive intention, body actions and physical skills used in their own and other

choreographers’ dance works; and use cultural influences that impact on their own dance making. • To choreograph and perform a solo work • To expressively perform a learnt group dance work. • To describe aspects of the physiology of the dancer’s body and demonstrate use of safe dance Assessment: • Written Report • Test • Performance • Mid- Year and end of year exam Prerequisite: it is expected that students will have at least 2-3 year prior dance experience.

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DANCE - UNITS 3 & 4 12DNC Contact: Mr Michael Delaney

In this study, students explore the body as an instrument of expression. They create and perform solo and group pieces originating from different dance making processes and apply their knowledge of safe dance practices in the development of physical skills and body actions. Students also develop their skills in analysing cultural influences & discuss ways in which the contrasting qualities of movement express the intention of their own and dance works of others. Students will learn • To describe and document the expressive intention, body actions and physical skills used in their own and other

choreographers’ dance works; and use cultural influences that impact on their own dance making. • To choreograph and perform a solo work • To expressively perform a learnt group dance work. • To describe aspects of the physiology of the dancer’s body and demonstrate use of safe dance Assessment: • Written Report • Test • Performance • Mid- Year and end of year exam Prerequisite: it is expected that students will have at least 2-3 year prior dance experience.

DRAMA - UNITS 1 & 2 11DRM Contact: Mr Michael Delaney The study of Drama focuses on the creation and performance of characters and stories in naturalistic and non-naturalistic ways. Students draw on a range of stimulus material and play-making techniques to develop and present devised work. Students also explore a range of performance styles and conventions, dramatic elements and stagecraft. They use performance and expressive skills to explore and develop role and character. They analyse the development of their own work and performances by other drama practitioners. Students will learn • How to create and document solo and ensemble drama performances using experiences, stories and specific dramatic styles. • drama practitioners and of an Australian drama work.

Assessment • Journal/folio of performance development • Performance • Written reflection on performance • SAC – written analysis of a viewed performance • Exam

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DRAMA - UNITS 3 & 4 12DRM Contact: Mr Michael Delaney Unit 3 focuses on non-naturalistic devised ensemble drama. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions and work collaboratively to devise, develop and present an ensemble performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance. Students also analyse a professional performance that incorporates non-naturalistic performance styles and production elements selected from the prescribed VCE Drama Unit 3 Playlist. Unit 4 focuses on the development and presentation of non-naturalistic devised solo performances. Students explore non-naturalistic performance styles and associated conventions from a diverse range of contemporary and cultural performance traditions. They develop skill in extracting dramatic potential from stimulus material and use dramatic elements, conventions, performance styles and performance and expressive skills to develop and present a short solo performance. Students will learn • How to devise, document and perform a non-naturalistic ensemble performance. • How to devise, document and perform a non-naturalistic solo performance. • How to analyse the creation, development and performance of their devised work. • How to analyse the portrayal of stories, characters and performance styles in a drama performance by other drama

practitioners. UNIT 3 Outcome 1: Develop and present character/s within a devised non-naturalistic ensemble performance. Outcome 2: Analyse use of processes, techniques and skills to create and present a devised ensemble performance. Outcome 3: Analyse and evaluate a non-naturalistic performance. UNIT 4 Outcome 1: Devise a solo performance in response to given stimulus material and describe the non–naturalistic qualities of the performance. Outcome 2: Create, develop and perform a non-naturalistic drama solo in response to a prescribed structure. Outcome 3: Analyse and evaluate the creation, development and presentation of a devised non-naturalistic solo performance. Assessment: • Development journal • SAC – extended response questions • Ensemble performance • End-of-year performance examination • End-of-year written examination

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ECONOMICS - UNITS 1 & 2 11ECO Contact: Ms Sian Jones Economics is an exciting and challenging subject. If you want to know how economic decisions are made and how they impact on your lives then this is the subject for you. Unit 1: The behaviour of consumers and businesses Students will learn about: • The key economic questions of what and how much to produce, • How to produce and who gets to enjoy the benefits of what is produced. • The reasons why people might respond differently to incentives and how this can affect living standards. • The tools that economists have developed to help them solve economic problems and apply them to contemporary economic

issues. • The role of relative prices and other non-price factors in the allocation of resources in a market-based economy.

Unit 2: Contemporary economic issues

The students will learn about: • The meaning and importance of economic growth and its effect on material and non-material living standards. • The effect of an ever growing economy on other aspects of modern life. • The nature of key economic trade-offs. • The role of alternative economic indicators • The factors contributing to, and the effects of, increasing economic efficiency. • The effect of efficiency on income distribution and the incidence of poverty • Contemporary budgetary policy initiatives and how these may have affected the goals of equity in the distribution of

income and efficiency of resource allocation. • The economic costs and benefits associated with greater levels of international trade, movement of capital and economic

integration ASSESSMENT • Written analyses • Folio pieces • Problem solving tasks • Case studies • Essay • Presentations (multimedia, visual, oral) • Tests and a debate

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ECONOMICS - UNITS 3 & 4 12ECO Contact: Ms Sian Jones

Unit 3: Australia’s economic prosperity Students will learn about: • The role of the market in allocating resources and examine the factors that are likely to affect the price and quantity traded

for a range of goods and services. • The key measures of efficiency and how market systems can result in efficient outcomes. • The need for government intervention in markets and why markets might fail to maximise society’s living standards. • Unintended consequences of government intervention in the market. • The factors that influence the level of aggregate demand and aggregate supply in the economy. • Models and theories to explain how changes in these variables might influence the achievement of the Australian

Government’s domestic macroeconomic goals and affect living standards. • Economic relationships with its major trading partners.

Unit 4: Managing the economy Students will learn: • The role of the Reserve Bank of Australia (RBA) with a focus on its responsibility to alter the cost and availability of credit in

the economy. • How changes to interest rates can affect the level of aggregate demand in the economy and how these changes might

affect the achievement of the Australian Government’s domestic macroeconomic goals. • The effects of the last two Australian Government budgets. • How the Australian Government utilises aggregate supply policies to manage the Australian economy. • The role of both market-based and interventionist approaches to managing the supply side of the economy. • The role of microeconomic reform in terms of its effect on economic prosperity and the achievement of the Australian

Government’s domestic macroeconomic goals. Assessment • Written analyses • Folio pieces • Problem solving tasks • Case studies • Essay • Presentations (multimedia, visual, oral) • Tests and a debate

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ENGLISH - UNITS 1 & 2 12ENG Contact: Ms Paula Chambers (Students are able to select any one of English 1/2, English Language 1/2 or Literature 1/2 UNITS or a combination of up to any two of these units.) UNITS 1 & 2 The focus of Unit 1 is reading and responding to texts analytically and creatively. Students analyse arguments and the use of persuasive language in a range of texts and create their own texts intended to position audiences. Students develop competence and confidence in creating written and oral texts. The focus of Unit 2 is comparing the presentation of ideas, issues and themes in two selected texts. Students analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences. The areas of study will cover: • Reading and creating texts • Reading and comparing texts • Analysing and presenting argument Assessment • Reading and responding analytically to texts. • Reading and responding creatively to texts taking account of audience and purpose. • Identify and analyse in writing the presentation of argument and how language can be used to persuade readers and viewers. • Present a reasoned point of view in oral form. • Examination. ENGLISH - UNITS 3 & 4 12ENG Contact: Ms Paula Chambers The focus of Unit 3 students is reading and responding to texts analytically and creatively. Students analyse arguments and the use of persuasive language in texts. In Unit 4 students compare the presentation of ideas, issues and themes in texts. They also create an oral presentation intended to position audiences about an issue currently debated in the media. The areas of study will cover: • Reading and creating texts • Reading and comparing texts • Analysing and presenting argument

Outcomes – Unit 3 • Produce an analytical interpretation of a selected text, and a creative response to a different selected text. • Analyse and compare the use of argument and persuasive language in texts that present a point of view on an issue currently

debated in the media. Listening to texts (EAL students only) - Comprehend a spoken text. Outcomes – Unit 4 • Produce a detailed comparison which analyses how two selected texts present ideas, issues and themes. • Construct a sustained and reasoned point of view on an issue currently debated in the media in oral form.

In VCE English/EAL the student’s level of achievement will be determined by School-assessed Coursework and an end-of-year examination. The VCAA will report the student’s level of performance as a grade from A+ to E or UG (ungraded) for each of three Graded Assessment components: Unit 3 School-assessed Coursework, Unit 4 School-assessed Coursework and the end-of-year examination. UNITS 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In the study of VCE English/EAL students’ level of achievement will be determined by School-assessed Coursework (SACs) as specified in the VCE study design, and external assessment. • Percentage contributions to the study score in VCE English/EAL are as follows: • Unit 3 School-assessed Coursework: 25 per cent • Unit 4 School-assessed Coursework: 25 per cent • End-of-year examination: 50 per cent.

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ENGLISH LANGUAGE - UNITS 1 & 2 11LAN Contact: Mrs Victoria Milner (Students are able to select from English 1/2, English Language 1/2 or Literature 1/2 or a combination of no more than two English Subjects.) This course explores a range of matters linked to human communication. We study how and why we communicate. We specifically focus on the various stages involved in the language development of children. Finally, we look at how English has evolved from a minor tribal dialect to a global language. Students will • Identify and describe primary aspects of the nature and functions of human language • Describe what children learn when they acquire language and discuss a range of perspectives on how language is acquired. • Describe language change as represented in a range of texts and analyse attitudes to language change. • Describe and explain the effects of the global spread of English in terms of both conformity and diversity, through a range of

spoken and written texts. Assessment tasks • Assignment on child language acquisition • Essay on theories of child language acquisition • Assignment on features of animal and human communication • Essay on the history of English • Assignment on English as a global language • Assignment on Australian Aboriginal languages • Exam ENGLISH LANGUAGE - UNITS 3 & 4 12LAN Contact: Mrs Victoria Milner Unit 3 In this unit students investigate formal and informal varieties of English in contemporary Australian social settings. We explore how written and spoken texts communicate information, ideas, attitudes, prejudices and ideological stances. Students examine the stylistic features of formal and informal language in both spoken and written modes. Students consider how written and spoken texts are influences by contexts in which they occur. We examine how function, field, mode, setting and relationships between participants all contribute to a person’s language choices, as do the values, attitudes and beliefs held by participants and the wider community. Students learn how speakers and writers select features from within particular registers and how this affects the degree of formality within a discourse. They learn how language can be indicative of relationships, power structures and purpose through the choice of a particular variety of language and through the ways in which language varieties are used in processes of inclusion and exclusion. Unit 4 In this unit students focus on the role of language in establishing and challenging different identities in contemporary Australian society, including national, regional, cultural and social variations. Students examine a range of texts to explore the ways different identities are constructed. These texts include extracts from novels, films or television programs, poetry, letters and emails, transcripts of spoken interaction, songs, advertisements, speeches and bureaucratic or official documents. Students explore how our sense of identity evolves in response to situations and experiences and is influenced by how we see ourselves and how others see us. Through our language we express ourselves as individuals and signal our membership of particular groups. Students explore how language can distinguish between ‘us’ and ‘them’, creating solidarity and reinforcing social distance. Details of the possible SAC formats are listed in the VCAA Handbook. Unit 3 School-assessed Coursework: 25 per cent Unit 4 School-assessed Coursework: 25 per cent End-of-year examination: 50 per cent

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EXTENDED INVESTIGATION - UNITS 3 & 4 12 Contact: Ms Amy White This VCE study is designed to challenge and extend VCE students through an extended and rigorous research and investigation process. This study would be a perfect fit for students who have completed an early VCE subject and have a spare 3/4 Unit when they reach Year 12. It will provide a meaningful study to prepare students for university-type research and independent learning. It will increase community links with the school and potentially allow students to “give back” to the community. Major Learning Outcomes: • Develop and construct a rigorous research question • Understand and apply research methods • Explore a chosen area of investigation in depth • Develop as independent, critical and reflective learners • Develop research project management knowledge and skills • Analyse and evaluate findings and results • Develop skills in written and oral presentation of research findings. Assessed Tasks: • School-assessed Coursework • Externally-assessed Critical Thinking Test. • Externally-assessed Task The aim is to create an Extended Investigation Journal, written report and oral presentation reflecting the student’s findings within their topic area. ENGLISH: LITERATURE - UNITS 1 & 2 11LIT Contact: Ms Paula Chambers (Students are able to select from English 1/2, English Language 1/2 or Literature 1/2 or a combination of no more than two English Subjects.) Students are invited to develop more informed responses to texts. We read and discuss a broad range of novels, plays and film. The five areas of study are designed to develop students’ knowledge and understanding of the texts studied. There are four outcomes. There are four set texts and some supplementary texts that are studied. • Unit One, Outcome One: Reading Practices. • Unit One, Outcome Two: Ideas and concerns in texts. • Unit Two, Outcome One: The text, the reader and their contexts. • Unit Two, Outcome Two: Exploring connections between texts. Assessment • Each area of study has an Outcome. • Students are expected to complete set learning tasks and the assessment. • School based exam at the end of each semester.

Assessment • School Assessed Coursework • Students are expected to complete set learning tasks and the assessment. • There is an exam at the end of each semester.

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ENGLISH: LITERATURE - UNITS 3 & 4 12LIT Contact: Ms Elizabeth Balint The FOUR areas of study are designed to develop students’ knowledge and understanding of the texts studied. 1. Adaptations and transformations – the extent to which meaning changes when a text is adapted. 2. Creative response – respond creatively to a text and comment on the connections. 3. Literary perspectives – produce an interpretation of a text using different literary perspectives. 4. Close analysis – analyse features of a text.

Assessment • Each area of study has an Outcome. • Students are expected to complete set learning tasks and the assessment. • School based exam at the end of semester one. • VCAA exam at the end of the year (50% of the mark for Literature).

ENVIRONMENTAL SCIENCE - UNITS 1 & 2 11ESC Contact: Mr Daniel Patch Environmental Science provides the opportunity for students to understand the structure, function and diversity of natural ecosystems on this planet and evaluate the impacts of human activities on them. Students examine strategies to maintain and protect the ecological health of the environment while meeting the needs and desires of human populations. Unit 1: How are Earth’s systems connected? Area of Study 1, How is life sustained on Earth? Life on Earth is dependent on four major inputs: energy, nutrients, air and water. In this area of study students examine the processes and interactions occurring within and between Earth’s four systems – the atmosphere, biosphere, hydrosphere and lithosphere – that affect the availability, accessibility and usability of these inputs for life. Area of Study 2, How is Earth a dynamic system? In this area of study students explore changes in systems that can occur over different time scales (short, medium or long term), have cyclic or unpredictable patterns, and can be caused by natural- or human-induced factors. They examine the flow of matter and energy in selected environmental events and phenomena with reference to natural and unpredictable or abrupt environmental changes in Earth’s four systems. Students learn how environmental changes may be monitored and measured. Area of Study 3, Practical investigation. Unit 2: How can pollution be managed? Area of Study 1, When does pollution become a hazard? In this area of study students examine biotic and abiotic indicators of pollution in various environments. Using selected examples, they distinguish between pollutants that result in bioaccumulation, and air- or water-borne pollutants. Students explore the chemical and physical characteristics, sources and transport mechanisms of pollutants and consider how levels of safety standards are set. Area of Study 2, What makes pollution management so complex? In this area of study, students investigate three pollutants of national or global concern. They explain how pollutants move through, and affect, the atmosphere, biosphere, hydrosphere and lithosphere, and compare treatment and management options for each pollutant. Students also explore the limitations of the categorisation of pollution as air, water and soil pollution. Area of Study 3, Case study In this area of study students apply and extend their knowledge and skills developed in Areas of Study 1 and 2 to investigate a case study involving the management of a selected pollutant of local interest. Assessment • Tests and fieldwork practicals • Written Examination • Media analysis/report

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ENVIRONMENTAL SCIENCE - UNITS 3 & 4 NEED TO ADD DESCRIPTION 12ESC Contact: Mr Daniel Patch Unit 3: How can biodiversity and development be sustained?

Area of Study 1: Is maintaining biodiversity worth a sustained effort?

In this area of study students examine biodiversity as a means of investigating the management of a single Earth system – the biosphere.

Area of Study 2: Is development sustainable?

In this area of study students examine the application of environmental science to sustainability and environmental management. They explore definitions of sustainability and consider how these may be interpreted and applied in addressing environmental issues

Unit 4: How can the impacts of human energy use be reduced?

Area of Study 1 What is a sustainable mix of energy sources?

In this area of study students examine the concepts associated with the use of different forms of energy by human societies.

Area of Study 2 Is climate predictable?

In this area of study students investigate the astronomical, solar, and Earth systems and human-based factors that have altered important relationships between the energy, water and nutrient cycles, resulting in the enhanced greenhouse effect and climate change.

Assessment:

• Practical activities or investigations • Multimedia presentation • Oral presentation • Annotated poster • Essays • Research tasks • Tests

FOOD STUDIES - UNITS 1 & 2 11FOO Contact: Ms Kellie Nottle Unit 1: Food origins Key topics: • Food around the world - students explore the origins and cultural roles of food, from early civilisations through to today’s

industrialised and global world. • Food in Australia - students focus on the history and culture of food in Australia.

Unit 2: Food makers Key topics: • Food industries – students focus on commercial food production in Australia, encompassing primary production and food

processing and manufacturing, and the retail and food service sectors. • Food in the home -students further explore food production, focusing on domestic and small-scale food production.

Assessment • School Assessed Coursework, made up of:

- Practical activities and records - A short written report, a media analysis, a research inquiry

• Examination

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FOOD STUDIES - UNITS 3 & 4 12FOO Contact: Ms Kellie Nottle Unit 3: Food in daily life Key topics: • The science of food. • Food choice, health and wellbeing - students focus on patterns of eating in Australia and the influences on the food we eat.

Unit 4: Food issues, challenges and futures Key topics: • Environment and ethics - students address debates concerning Australian and global food systems, relating to issues on the

environment, ethics, technologies, food access, food safety, and the use of agricultural resources. Navigating food information - students focus on food information and misinformation and the development of food knowledge, skills and habits. Assessment • School Assessed Coursework, made up of:

- Practical activities and records - A short written report, a media analysis, a research inquiry

• VCAA Examination GEOGRAPHY - UNITS 1 & 2 11GEO Contact: Ms Sian Jones The study of Geography is a structured way of exploring, analysing and understanding the characteristics of places that make up our world. Geographers are interested in key questions concerning places and geographic phenomena: What is there? Where is it? Why is it there? What are the effects of it being there? How is it changing over time and how could, and should, it change in the future? Students will learn: • What are geographical hazards and how they can be classified. • Where different types of hazards are located in the world. • The causes of different types if hazards (for example geological hazards and hydro-meteorological hazards). • The impact of hazards on people and the environment. • The changing nature of tourism. • To investigate two different types of tourism from different parts of the world. • The positive and negative impact of tourism • How to undertake a local fieldwork investigate • How to analyse maps, data and other geographic information.

Assessment • School Assessed Coursework (SAC)/Exam • Fieldwork report (1500-2000 words)

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GEOGRAPHY - UNITS 3 & 4 12GEO Contact: Ms Sian Jones

VCE Geography enables students to examine natural and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places, environments and human interactions with these. Students will learn • How the world’s natural land cover is changing in many parts of the world, e.g. deforestation, desertification, and melting ice

sheets and glaciers. • The impact of climate change, geomorphological events and human actions on land use. • How to carry out a local fieldwork to investigate changing land use. • The patterns of population change, movement and distribution. Assessment • School Assessed Coursework (SAC) • Fieldwork report (1500-2000 words) • Exam

HEALTH AND HUMAN DEVELOPMENT - UNITS 1 & 2 11HHD Contact: Simone Schuetz UNIT 1: UNDERSTANDING HEALTH AND WELLBEING Students will learn • About the concepts of youth health and individual human development. • Explore the interrelationships that exist within and between them. • Awareness of the differing methods for measuring health status and develop a greater understanding of health status of youth. • About a range of determinants and their ability to influence youth health and individual human development. • The importance of nutrition and the developmental functions it performs in the body, including the consequences of

nutritional imbalance on the health and individual human development of youth. UNIT 2: MANAGING HEALTH AND DEVELOPMENT Students will learn • About prenatal health and individual development • The health and individual human development of Australia’s unborn children. • About the physical changes that occur from conception to birth. • Healthcare within Australia. • How determinants, including physical environment, biological, behavioural and social, influence prenatal health and individual

human development. • Child health and individual development • About period from birth to approximately twelve years and the physical, social, emotional and intellectual changes that occur

in this period • About adult health and individual development in relation to the physical, social, emotional and intellectual changes that

occur during adulthood. Assessment Units 1 & 2: • Coursework • School assessed coursework • Exam

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HEALTH AND HUMAN DEVELOPMENT - UNITS 3 & 4 12HHD Contact: Simone Schuetz UNIT 3: AUSTRALIA’S HEALTH IN A GLOBALISED WORLD Students will learn • About the health status of Australia’s population with other developed countries. • The variations in health status of population groups in Australia and discuss the role of the National Health Priority • Areas in improving Australia’s health status. • To analyse approaches to health and health promotion • To describe Australia’s health system and varying roles of government/non-government organisations in promoting health. UNIT 4: GLOBAL HEALTH & HUMAN DEVELOPMENT IN A GLOBAL CONTEXT Students will learn • To analyse factors contributing to variations in health status between Australia and developing countries • To evaluate progress towards the United Nations Millennium Development Goals • To describe the interrelationship between health, human development and sustainability. • To describe and evaluate programs implemented by international and Australian government organisations in promoting

health, human development and sustainability. Assessment • A data analysis • A visual presentation, such as a concept/mind map, poster or presentation file • A multimedia presentation. HISTORY – 20TH CENTURY - UNITS 1 & 2 11HIS Contact: Ms Sian Jones UNIT 1: CRISIS AND CONFLICT 1900-1945 Investigating the rise of the Nazi Party students will explore key events of the 20th Century. They will learn how to analyse propaganda material from the time in order to gain a greater understanding of political ideas. The students will learn to: • Analyse and explain the development of a political crisis in the period. • Analyse and discuss patterns of social life and the factors that influenced social change. • Analyse the relationship between the historical events and films produced at the time.

UNIT 2: IDEAS AND POLITICAL POWER 1945-2000 This unit examines the world since 1945. Focusing on the role of the United States of America students examine the Cold War and investigate the Civil Rights Movement. The unit concludes with a research project investigating a contemporary world issue. The students will learn to: • Analyse and discuss how post-war societies used ideologies to legitimise their world view and portray competing systems. • Evaluate the impact of a challenge to established order during the second half of the 20th Century.

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HISTORY – REVOLUTIONS UNITS 3 & 4 12HIS Contact: Ms Sian Jones UNIT 3: RUSSIAN REVOLUTION Students will learn • The period between 1905 to 1924 • About key events eg; the 1905 Revolution, WW1, the Civil War, he role of key people including Tsar Nicholas II, Kerensky, Lenin. • To draw on what was created in the new society. UNIT 4: FRENCH REVOLUTION Students will learn • To examine France in the period 1781 to 1795. The importance of the Estates-General, the storming of the Bastille, the Great

Fear, the Jacobin Terror and the Revolutionary War • About the role of key people including King Louis XVI, Rousseau, Voltaire, Sieyes, Mirabeau, Danton, Marat and Robespierre. • To address overall the historical impact of the revolution. Assessment: School Assessed Coursework and Exam. INDONESIAN (SECOND LANGUAGE) - UNITS 1 & 2 11IND Contact: Ms Diana Roberts Students will develop their skills of listening, reading, writing and speaking in Indonesian around the themes of their personal world, Education and Aspirations, Australia and Indonesian relations, Arts and Entertainment and Visiting Indonesia. Students will learn to • Establish and maintain a spoken or written exchange related to personal areas of experience • Listen to, read and obtain information from spoken and written texts • Produce a personal response to a text focusing on real or imaginary experience. • participate in a spoken or written exchange related to making arrangements and completing transactions • listen to, read, and extract and use information and ideas from spoken and written texts • give expression to real or imaginary experience in spoken or written form

Assessment • school assessed coursework (three outcomes per unit) • written exam (completed at the conclusion of unit one and unit two) • Speaking exam (students are interviewed by a small panel about their personal world)

INDONESIAN (SECOND LANGUAGE) - UNITS 3 & 4 12IND Contact: Ms Diana Roberts Students will develop their skills of listening, reading, writing and speaking in Indonesian around the themes of Lifestyles, Customs and Traditions, Social Issues, Environmental Issues and the World of Work. Students also choose an area of major study in Unit 4 and this topic will be assessed as part of their course work and the speaking exam at the end of unit four. Students will learn to • Express ideas through the production of original texts • Analyse and use information from spoken texts • Exchange information, opinions and experiences • Analyse and use information from written texts • Respond critically to spoken and written texts which reflect aspects of the language and culture of Indonesian-speaking

communities Assessment • school assessed coursework (three outcomes per unit) • speaking exam (students are interviewed by a small panel about their personal world and their major study) • written exam (students are assessed on their listening, reading and writing skills)

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JAPANESE - UNITS 1 & 2 11JAP Contact: Ms Diana Roberts Students will develop skills in listening, speaking, reading and writing Japanese around the themes of the individual, Japanese speaking communities and the changing world. They will expand their knowledge of Japanese written scripts and develop their skills in producing a wide variety of text types including articles, reviews, personal accounts and interviews. Students will learn to • Establish and maintain a spoken or written exchange related to personal areas of experience • Listen to, read and obtain information from spoken and written texts • Produce a personal response to a text focusing on real or imaginary experience • Participate in a spoken or written exchange related to making arrangements and completing transactions • Listen to, read, and extract and use information and ideas from spoken and written texts • Give expression to real or imaginary experience in spoken or written form Assessment • 6 School Assessed Courseworks (SACs) for Outcomes 1, 2 & 3 during each unit to demonstrate student learning throughout

the year as per the VCE Japanese Second Language Study Design • 2 Semester-End Exams comprising of listening and responding, reading and responding and writing tasks • Oral exam SPECIAL REQUIREMENTS: It is strongly recommended that students purchase an English/Japanese dictionary. JAPANESE - UNITS 3 & 4 12JAP Contact: Ms Diana Roberts Students will strengthen their skills in listening, speaking, reading and writing Japanese and deepen their understanding of the Japanese language system and their culture while relating to their own cultural backgrounds. The major themes to be covered are the individual, the Japanese-speaking communities and the changing world with a focus on using Japanese to communicate with others. Students will learn • How to express past experiences and future plans • Everyday Japanese lives and leisure activities • Traditional Japanese culture and history • How to express how changes in science, technology and health affect daily life and the world around them

Assessment • 5 School Assessed Courseworks (SACs) across the 2 units. • Written Exam/Oral exam

SPECIAL REQUIREMENTS: It is strongly recommended that students have both a detailed English-Japanese dictionary and a Japanese-English dictionary.

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LEGAL STUDIES - UNITS 1 & 2 11LGS Contact: Ms Sian Jones Legal Studies Unit 1 and 2 Students gain a knowledge and understanding Australia’s legal system, through the interpretation of case studies, discussion of current legal topics and through visits to the Magistrate’s courts. Unit 1: Guilt and liability In this unit students develop an understanding of legal foundations, and investigate key concepts of criminal law and civil law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime, or liable in a civil dispute. Students will learn

• the main sources and types of law, and assess • the effectiveness of laws. • the purposes and key concepts of criminal law, • use legal reasoning to argue the criminal culpability of an accused • the purposes and key concepts of civil law • apply legal reasoning to argue the liability of a party in civil law

Unit 2: Sanctions, remedies and rights This unit focuses on the enforcement of criminal law and civil law, the methods and institutions that may be used to determine a criminal case or resolve a civil dispute, and the purposes and types of sanctions and remedies and their effectiveness. Students will learn

• key concepts in the determination of a criminal case, • the institutions that enforce criminal law, and the purposes and types of sanctions and approaches to sentencing. • Through an investigation of two criminal cases from the past four years, either decided or still being decided, students

explore the extent to which the principles of justice were or could be achieved. • key concepts in the resolution of a civil dispute, • the principles of justice in relation to the resolution of civil disputes and remedies. • evaluate the ways in which rights are protected in Australia • compare this approach with that adopted by another country • rights of individuals and the legal system.

Assessment • Essays Test • Research activities • Exams • Investigation of a legal problem

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LEGAL STUDIES - UNITS 3 & 4 12LGS Contact: Ms Sian Jones Unit 3: Rights and justice In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students will learn:

• the rights of the accused and of victims • the purposes and types of sanctions and sentencing • the factors that affect the ability of the criminal justice system to achieve the principles of justice. • the factors that affect the ability of the civil justice system to achieve the principles of justice, recent reforms from the

past four years and recommended reforms to enhance the ability of the civil justice system to achieve the principles of justice.

Unit 4: The people and the law Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing law reform. Throughout this unit, students apply legal reasoning and information to actual scenarios. Students will learn

• the significance of High Court cases involving the interpretation of the Australian • Constitution • the ways in which the Australian Constitution acts as a check on parliament in law-making. • the factors that affect the ability of parliament and courts to make law • the ability of these law-makers to respond to the need for law reform • how individuals, the media and law reform bodies can influence a change in the law.

Assessment • structured questions • tests • a folio of exercises.

MATHEMATICS: Foundation Mathematics - UNITS 1 & 2 11MFO Contact: Mr Jason Darlington Entry Requirements: Teacher Recommendation Foundation Mathematics provides for the continuing mathematical development of students entering VCE needing mathematical skills to support subjects such as VET studies and who DO NOT intend to undertake Unit 3 and 4 studies in VCE Mathematics in the following year. In Foundation Mathematics there is a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Students are encouraged to use appropriate technology in all areas of their study. The areas of study are Space and Shape, Patterns in Number, Handling Data and Measurement and Design. Assessment: • Assignments/projects • Topic tests/ Examinations

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MATHEMATICS: General Mathematics - UNITS 1 & 2 11MAG Contact Mr Jason Darlington Please check with your current teacher to ensure this is an appropriate choice. General Mathematics provides courses of study for a broad range of students. Some students will not study Mathematics beyond Units 1 and 2, while others will intend to study Further Mathematics Units 3 and 4. Students will engage in many different areas of mathematics and will also develop an appreciation for CAS calculator technology as a tool to solve otherwise tedious and difficult problems. Students are expected to use CAS TI-Nspire calculators throughout the course. Students will learn • Applications of Arithmetic Sequences and Series. Data Analysis – univariate and bivariate. • Linear Relations and Equations • Financial Arithmetic (business mathematics) • Linear Graphs and Modelling • Geometry in two and three dimensions including trigonometric ratios. Assessment • Application Tasks including tests and assignments • Investigative tasks • Exam

MATHEMATICS: Mathematical Methods (CAS) - UNITS 1 & 2 11MAM Contact Mr Jason Darlington Please check with your current teacher to ensure this is an appropriate choice. Mathematical Methods Units 1 and 2 are designed as a preparation for Mathematical Methods Units 3 and 4. Students will apply techniques, routines and processes involving rational and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration. Students are expected to use CAS TI-Nspire calculators throughout the course. Students will learn • To practice mathematical techniques and use them to solve routine problems. • To develop skills in investigations, mathematical modelling and problem solving activities. • ‘Functions and Graphs’, • ‘Algebra’ and ‘‘Probability’. • ‘Calculus’ and ‘Probability. Assessment • Assignments; tests; summary and/or preview notes. • Projects; short written responses; problem-solving tasks; modelling tasks. • Based on the student’s performance in effective and appropriate use of technology.

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MATHEMATICS: Specialist Mathematics - UNITS 1 & 2 11MSP Contact: Mr Jason Darlington Please check with your current teacher to ensure this is an appropriate choice. Specialist Mathematics Units 1 and 2 provide a course of study for students who wish to undertake an in-depth study of mathematics, with an emphasis on concepts, skills and processes related to mathematical structure, modelling, problem solving and reasoning. Note: Mathematical Methods Units 1 and 2 and Specialist Mathematics Units 1 and 2, taken in conjunction, provide a comprehensive preparation for Specialist Mathematics Units 3 and 4 and will greatly assist in the understanding of Mathematical Methods and Physics. Students are expected to use CAS TI-Nspire calculators throughout the course. Students will learn • Algebra and structure • Arithmetic and number • Discrete mathematics • Geometry • measurement and trigonometry • Graphs of linear and non-linear relations • Statistics Assessment • Tests • Application tasks • Analysis Tasks • Exam MATHEMATICS: Mathematical Methods (CAS) - UNITS 3 & 4 12MAM Contact: Mr Jason Darlington Please check with your current teacher to ensure this is an appropriate choice. Throughout this unit students will further develop knowledge and skills from Mathematical Methods Units 1 & 2. They will apply techniques, routines and processes involving rational and real arithmetic, algebraic manipulation, equation solving, graph sketching, differentiation and integration with and without the use of technology, as applicable. Students investigate and apply various types of functions, how they transform and their inverse in different real world situations. Students are expected to use CAS TI-Nspire calculators throughout the course. Students will learn • Graphs and Polynomials • Algebra • Functions and Transformations • Trigonometric Functions • Calculus • Probability Assessment • Tests • Unit 3: Application Task (50 marks) • Unit 4: Modelling/Problem solving task (total 50 marks) • Two exams at the end of the year

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MATHEMATICS: Further Mathematics - UNITS 3 & 4 12MAF Contact: Mr Jason Darlington Please check with your current teacher to ensure this is an appropriate choice. Further Mathematics Units 3 & 4 builds on knowledge from General Mathematics units 1 & 2. The study of further mathematics consists of four modules; Data Analysis, Recursion and Financial Modelling, geometry and trigonometry and linear graphs and relations. Students are expected to use CAS TI-Nspire calculators throughout the course. Students will learn to apply mathematical skills and knowledge in the areas of • Data Analysis including linear modelling (regression). • Recursion and Financial Modelling. • Geometry and Trigonometry. • Graphs and relations. Assessment • School Assessed coursework (tests, assignments and exams). • Data analysis application task. • Recursion and financial modelling task. • ‘Geometry and trigonometry’, ‘graphs and relations’ modelling/problem solving task. • Two end-of-year examinations.

MATHEMATICS: Specialist Mathematics - UNITS 3 & 4 12MSP Contact: Mr Jason Darlington SPECIAL REQUIREMENTS: Students also need to study Unit 3 and 4 Mathematical Methods. Students will apply techniques, routines and processes, involving rational, real and complex arithmetic, algebraic manipulation, diagrams and geometric constructions, solving equations, graph sketching, differentiation and integration related to the areas of study, as applicable, both with and without the use of technology. Students will also extend their knowledge in mathematical structure and proof. Students will learn • Functions, relations and graphs. • Algebra • Calculus • Vectors • Mechanics Assessment • Unit 3: Application task (50 marks) • Unit 4: Two modelling/problem solving tasks (total 50 marks) • Two end of year examinations

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MEDIA- UNITS 1 & 2 11MDA Contact: Ms Amy White Unit 1: Media forms, representations and Australian stories In this unit student develop an understanding of audiences and the core concepts found in the construction of representations in the media. Students explore the inherent codes and conventions used in the media to create meaning. Students will:

• Through text analysis, learn how different media forms, products and texts represent different locations and characters • Experiment with media technologies to produce a range of media products and representations • Explore Australian film and texts to understand cultural representation and unique Australian characteristics

Unit 2: Narrative across media forms Students analyse the influence of developments in media in both traditional forms such as film and television through to newer forms like video games and interactive digital formats. They will be experimenting with the media and producing a range of short films. Students will learn how to:

• Analyse how film makers create distinctive styles and manipulate filmic techniques in their products • Design and produce their own films using filming and storytelling techniques to represent ideas and narratives • Explore new media technologies and the impact they have on society

Assessment: • Film Production and Pre-production documents • Audio and visual sequences • Research Reports • Essay/Written responses • Presentation • Examination

MEDIA - UNITS 3 & 4 12MDA Contact: Ms Amy White Unit 3: Media narratives and pre-production Students will be investigating, experimenting and designing media products through a pre-production document/folio. Through examining successful film texts and refining skills in media production, students will develop an understanding of audience engagement. Students will • Compare the techniques and narrative structures of two films and discuss their effectiveness • Explore and document their own Media production, creating a folio of ideas, genre studies, technical experiments and pre-

production approaches • Create a film treatment including script, storyboard and scheduling documents

Unit 4: Media production and issues in the Media Students explore the relationship between the media and audiences, focusing on the opportunities and challenges afforded by current developments in the media industry. They consider the nature of communication between the media and audiences, explore the capacity of the media to be used by governments, institutions and audiences, and analyse the role of the Australian government in regulating the media. Students will • Create their own film, telling their own stories and communicating their own ideas • Research the role and impact of regulation and ethics in media production

Assessment: • Film Production and Pre-production documents • Audio and visual sequences • Research Reports • Essay/Written responses • Presentation • Examination

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MUSIC PERFORMANCE - UNITS 1 & 2 11MUS Contact: Mr Peter Southam Students will learn • To develop performance skills on their chosen instrument or voice, both in solo and group contexts. • To develop their skills in aural comprehension, music theory • To model the characteristic features of musical style. • To demonstrate skills on your chosen instrument/ voice, aural comprehension, music theory and musical composition. Assessment • Prepare and perform a program of solo works • Rehearse and perform in an ensemble context • Perform technical exercises and unprepared work • Analyse a selected group work • Complete aural comprehension and music theory exercises • Present a musical improvisation or original composition MUSIC PERFORMANCE - UNITS 3 & 4 12MUS Contact: Mr Peter Southam It is strongly recommended that students selecting these units are currently working with an instrumental/vocal teacher, or are prepared to do so. Students will learn • To prepare and perform a program of solo or group works on their chosen instrument or voice. • To demonstrate their understanding of artistic interpretation and strategies use to enhance performance • To develop technical work and studies in aural comprehension and music theory to further enhance musicianship. Assessment • Prepare and perform a program of solo works • Rehearse and perform in an ensemble context • Perform technical exercises and unprepared work • Analyse a selected group work • Complete aural comprehension and music theory exercises. OUTDOOR & ENVIRONMENTAL STUDIES - UNITS 1 & 2 11OED Contact: Simone Schuetz

NOTE: Offered to year 10 students only. Students will undertake Units 3 & 4 in Year 11, to avoid disruption to Year 12 studies as a result of compulsory camps/expeditions. VCE Outdoor and Environmental Studies is concerned with the ways humans interact with and relate to outdoor environments. The subject includes two unique outdoor education camps: a 3-day Grampians rock climbing camp and a 3-day adventure trek in a Victorian coastal national park. There are also other day excursions in the local environment settings which include activities such as snorkelling and stand up paddle boarding. Camps and excursions may vary from year to year subject to availability. Students will learn • The different ways in which humans value, encounter and understand nature. • Factors which affect access to outdoor experiences. • How to plan for safe and minimal impact travel whilst in the outdoors. • The impact of conservation, commercial and recreational activities on natural environments • The impact of technology and urbanisation on natural environments • Motivation for outdoor experiences Assessment: • Satisfactory completion of four School assessed outcomes across units 1 & 2 • Exam for unit 1 and 2 • Practical component (camps)

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OUTDOOR & ENVIRONMENTAL STUDIES - UNITS 3 & 4 12OED Contact: Simone Schuetz NOTE: This subject is offered to Year 11 students in 2018. The subject will NOT be offered to Year 12 students in 2018 in order to avoid disruption to Year 12 studies as a result of compulsory camps/ expeditions. Students participate in a 3-day coastal/alpine bushwalk within one of Victoria’s amazing national parks. The subject also includes a unique 3-day cross country ski camp at Mount Stirling Alpine National Park. There will also be other local excursions on the peninsula such as snorkelling and Red Hill cherry farm. Camps and excursions may vary from year to year subject to availability. Students will learn • Historical outcomes • Contemporary Societal Relationships • Healthy and sustainable outdoor environments • Needs of ecosystems, individuals and society and the skills needed to be an environmentally responsible citizen. • About land management strategies and environmental legislation are explored Assessment • A case study • A data analysis • A written analysis • An oral presentation • A test PHYSICAL EDUCATION - UNITS 1 & 2 11PED Contact: Simone Schuetz In Units 1 & 2, students explore how the body systems work together to produce movement. They are introduced to the aerobic and anaerobic pathways utilised to provide the muscles with the energy required for movement and explore injury prevention and rehabilitation techniques. Students will learn • About Coaching practices and techniques. • About factors that influence physical activity. • About movement and the structure of muscles and bones. • Identification of the structure and function of the cardiovascular and respiratory systems. • Students explore the range of physical activity options, the benefits of participation in regular physical activity and the

National Physical Activity Guidelines. Excursions/Incursion • Excursions: local fitness centres, Monash University Exercise Lab • Incursion: PACE Exercise Physiologists. Assessment • Practical laboratory report • A case study analysis/A data analysis • A critical reflective folio/diary of participation in practical activities • A visual and an oral presentation • A written report/test • End of semester exam

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PHYSICAL EDUCATION - UNITS 3 & 4 12PED Contact: Simone Schuetz In units 3 and 4 students assess physical activity levels, and identify a range of strategies that are effective in promoting participation. Students will learn • Methods of assessing physical activity • How to analyse physical activity • Energy systems • Factors that cause fatigue and recovery • Components of fitness • Training principles and methods • How to conduct an activity analysis, fitness tests and design a training program • Nutritional, physiological and psychological strategies. Excursion Monash University for exercise laboratory activity. Assessment • A practical laboratory report • A case study analysis/A data analysis • A critical reflective folio/diary of participation in practical activities • An oral presentation/A written report • Unit 3 and 4 SACs/end of year exam. PHYSICS - UNITS 1 & 2 11PHY Contact: Mr Daniel Patch

Physics seeks to understand and explain the physical world. It examines models and ideas used to make sense of the world and which are sometimes challenged as new knowledge develops. By looking at the way matter and energy interact through observations, measurements and experiments, physicists gain a better understanding of the underlying laws of nature UNIT 1: WHAT IDEAS EXPLAIN THE PHYSICAL WORLD? Area of Study 1: How can thermal effects be explained? In this area of study students investigate the thermodynamic principles related to heating processes, including concepts of temperature, energy and work. Area of Study 2: How do electric circuits work? In this area of study students develop conceptual models to analyse electrical phenomena and undertake practical investigations of circuit components. Concepts of electrical safety are developed through the study of safety mechanisms and the effect of current on humans. Students apply and critically assess mathematical models during experimental investigations of DC circuits. Area of Study 3: What is matter and how is it formed? In this area of study students explore the nature of matter, and consider the origins of atoms, time and space. They examine the currently accepted theory of what constitutes the nucleus, the forces within the nucleus and how energy is derived from the nucleus. UNIT 2: WHAT DO EXPERIMENTS REVEAL ABOUT THE PHYSICAL WORLD? Area of Study 1: How can motion be described and explained? In this area of study students observe motion and explore the effects of balanced and unbalanced forces on motion. They analyse motion using concepts of energy, including energy transfers and transformations, and apply mathematical models during experimental investigations of motion They describe and analyse graphically, numerically and algebraically the motion of an object, using specific physics terminology and conventions. Area of Study 2: What are stars? Observations of the night sky have changed over time from using just the naked eye to the use of sophisticated instruments. This option involves the examination of the birth, life and death of stars in the Universe. Students explore how the properties of starlight can provide information, including the star’s distance from Earth, its temperature, composition, age and future. Area of Study 3: Practical investigation Systematic experimentation is an important aspect of physics inquiry. In this area of study students design and conduct a practical investigation related to knowledge and skills developed in Area of Study 1 and/or Area of Study 2.

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Assessment Suitable tasks for assessment may be selected from the following: • an annotated folio of practical activities • data analysis • design, building, testing and evaluation of a device • an explanation of the operation of a device • a proposed solution to a scientific or technological problem • a report of a selected physics phenomenon • a modelling activity • a media response • a summary report of selected practical investigations • a reflective learning journal/blog related to selected activities or in response to an issue • a test comprising multiple choice and/or short answer and/or extended response. PHYSICS - UNITS 3 & 4 12PHY Contact: Mr Daniel Patch Unit 3: How do fields explain motion and electricity? Area of Study 1, How do things move without contact? In this area of study students examine the similarities and differences between three fields: gravitational, electric and magnetic. Field models are used to explain the motion of objects when there is no apparent contact. Students explore how positions in fields determine the potential energy of an object and the force on an object. Area of Study 2, How are fields used to move electrical energy? The production, distribution and use of electricity has had a major impact on human lifestyles. In this area of study students use empirical evidence and models of electric, magnetic and electromagnetic effects to explain how electricity is produced and delivered to homes. They explore magnetic fields and the transformer as critical to the performance of electrical distribution systems. Area of Study 3, How fast can things go? In this area of study students use Newton’s laws of motion to analyse relative motion, circular motion and projectile motion. Newton’s laws of motion give important insights into a range of motion both on Earth and beyond. Unit 4: How can two contradictory models explain both light and matter? Area of Study 1, How can waves explain the behaviour of light? In this area of study students use evidence from experiments to explore wave concepts in a variety of applications. Wave theory has been used to describe transfers of energy, and is important in explaining phenomena including reflection, refraction, interference and polarisation. Do waves need a medium in order to propagate and, if so, what is the medium? Students investigate the properties of mechanical waves and examine the evidence suggesting that light is a wave. Area of Study 2, How are light and matter similar? In this area of study students explore the design of major experiments that have led to the development of theories to describe the most fundamental aspects of the physical world – light and matter. Area of Study 3, Practical investigation A student-designed practical investigation related to waves, fields or motion is undertaken either in Unit 3 or Unit 4. The investigation relates to knowledge and skills developed across Units 3 and 4and is undertaken by the student through practical work. Assessment • School-assessed Coursework • A detailed study, will contribute • End-of-year examination

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PRODUCT DESIGN AND TECHNOLOGY – FABRICS - UNITS 1 & 2 11FAB Contact: Ms Lara Adams UNIT 1: SUSTAINABLE REVELOPMENT OF A PRODUCT Students will learn • The product design Process/Factors • Sustainability • Design Briefs • Evaluation criteria and how they are used • Primary & Secondary functions of products • Complex practical skills- through re-design of an original garment • Risk assessment/Quality control • OH&S in the industry

UNIT 2: COLLABORATIVE DESIGN Students will learn • How to work collaboratively as a team • How to make effective individual contribution to a team • Of how the Product design factors affects a design solution • Of the use of ICT in the product design industry • Complex process • Material characteristics and properties affects choices and design solutions • Use appropriate production process to make a product.

PRODUCT DESIGN AND TECHNOLOGY - FABRICS - UNIT 3 & 4 12FAB Contact: Ms Lara Adams UNIT 3: APPLYING THE PRODUCT DESIGN PROCESS During this unit students will engage in the design and development of a product that meets the needs and expectations of a client or end user. This forms the first part of the School assessed task (SAT). Students will learn • The design process and its application in industry • Roles of the designer, client and end user • The purpose and function of a product • Sustainability issues and its effect on choice • The product design factors and its relation to the product design process • Economic limitation • Legal responsibilities - Australian standards • New and emerging technologies • Industrial manufacturing settings

UNIT 4: PRODUCT DEVELOPMENT AND EVALUATION Students will learn • Different methods of evaluating and comparing existing products. • Methods of establishing criteria to evaluate the products’ environmental, economic and social issues that may be of concern

and consequence to potential purchasers and users. • Risk assessment • A range of processes and techniques associated with the manufacture of a specific product. • Goal setting, time and resource project management techniques • Quality measures applicable to the production process, techniques of monitoring efficiency and effectiveness of planning

and production activities • Recording and reporting progress,

Assessment for all units • School assessed Coursework (Written exam) • School Assessed Task (SAT) - Design Folio • End of semester exam (Internal)

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PRODUCT DESIGN AND TECHNOLOGY – WOOD - UNITS 1 & 2 11WOO Contact: Miss Lara Adams

ADDITIONAL COSTS apply if student wishes to complete an item which uses non-standard materials - students are expected to purchase additional items to complete their production piece. UNITS 1 & 2 On completion of these units students will learn: • The Design Process and designing products • Sustainability • Redesign of products. • Drawing and design skills both freehand and using drawing software • Developing evaluation skills through evaluating materials, tools, equipment and processes to make a re-designed product. • Re-design a product using suitable materials with the intention of improving aspects of the product’s aesthetics,

functionality or quality, including consideration of sustainability. Assessment • Design folio/Production • Half year examination internally set and marked. PRODUCT DESIGN AND TECHNOLOGY – WOOD - UNIT 3 & 4 12WOO Contact: Miss Lara Adams

ADDITIONAL COSTS apply if student wishes to complete an item which uses non-standard materials - students are expected to purchase additional items to complete their production piece. In these units students will learn about: • Design and development of a product that meets the needs and expectations of a client • The product design factors that influence choice (e.g. Function and Purpose) • The roles of the designer, client and/or end-user/s • The Product design process and its initial stages. • Making their product and evaluating it appropriately.

Assessment SAC 1: Designing for end users (internally marked) SAC 2: Product development in industry (internally marked) SAC 3: Product analyse and comparison (internally marked) SAT Folio: Product research, design and manufacture of the student’s choice. (internally marked). End of year exam externally set and marked.

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PSYCHOLOGY - UNITS 1 & 2 11PSY Contact: Mr Daniel Patch Psychology is a broad discipline that incorporates both the scientific study of human behaviour through biological, psychological and social perspectives and the systematic application of this knowledge to personal and social circumstances in everyday life. Unit 1: How are behaviour and mental processes shaped? Area of Study 1, How does the brain function? Advances in brain research methods have led to new ways of understanding the relationship between the mind, brain and behaviour. In this area of study students examine how our understanding of brain structure and function has changed over time and how the brain enables us to interact with the external world around us. Area of Study 2, What influences psychological development? The psychological development of an individual involves complex interactions between biological, psychological and social factors. In this area of study students explore how these factors influence different aspects of a person’s psychological development. Area of Study 3, Student-directed research investigation. In this area of study students apply and extend their knowledge and skills developed in Areas of Study 1 and/or 2 to investigate a question related to brain function and/or psychological development. Unit 2: How do external factors influence behaviour and mental processes? Area of Study 1, What influences a person’s perception of the world? Human perception of internal and external stimuli is influenced by a variety of biological, psychological and social factors. In this area of study students explore two aspects of human perception – vision and taste – and analyse the relationship between sensation and perception of stimuli. Area of Study 2, How are people influenced to behave in particular ways? A person’s social cognition and behaviour influence the way they view themselves and the way they relate to others. In this area of study students explore the interplay of biological, psychological and social factors that shape the behaviour of individuals and groups. Area of Study 3, Student-directed practical investigation In this area of study students design and conduct a practical investigation related to external influences on behaviour. Assessment

• Research investigation / Unit test / Empirical Research Activity PSYCHOLOGY - UNITS 3 & 4 12PSY Contact: Mr Daniel Patch Unit 3: How does experience affect behaviour and mental processes? Area of Study 1, How does the nervous system enable psychological functioning? In this area of study, students explore the role of different branches of the nervous system in enabling a person to integrate, coordinate and respond to internal and external sensory stimuli. They explore the specialised structures and functioning of neurons that allow the nervous system to transmit neural information. Area of Study 2, How do people learn and remember? Memory and learning are core components of human identity: they connect past experiences to the present and shape futures by enabling adaption to daily changes in the environment. In this area of study students study the neural basis of memory and learning and examine factors that influence the learning of new behaviours and the storage and retention of information in memory. Unit 4: How is wellbeing developed and maintained? Area of Study 1, How do levels of consciousness affect mental processes and behaviour? Differences in levels of awareness of sensations, thoughts and surroundings influence individuals’ interactions with their environment and with other people. In this area of study students focus on states of consciousness and the relationship between consciousness and thoughts, feelings and behaviours. Area of Study 2, What influences mental wellbeing? In this area of study, students examine what it means to be mentally healthy. They explore the concept of a mental health continuum and factors that explain how location on the continuum for an individual may vary over time. Area of Study 3, Practical investigation A student-designed or adapted practical investigation related to mental processes and psychological functioning is undertaken in either Unit 3 or Unit 4. Assessment

• Evaluation of Research Task • Annotated folio of practical activities • Media response / Poster / Exam

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SYSTEMS ENGINEERING - UNITS 1 & 2 11SYE Contact: Miss Lara Adams VCE Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which are applicable to many aspects of the modern technological world. The subject develops the skills of critical thinking, problem solving and computational thinking. This study can be applied to a diverse range of engineering fields such as manufacturing, land, water, air and space transportation, automation, control technologies, mechanisms and mechatronics, electro/technology, robotics, pneumatics, hydraulics, and energy management. UNIT 1: INTRODUCTION TO MECHANICAL SYSTEMS Students will learn: • The Systems Engineering Process • Basic engineering concepts, principles and components • Design and plan a mechanical or an electro-mechanical system • Make, test and evaluate a mechanical or an electro-mechanical system using selected relevant aspects of the Systems

Engineering Process UNIT 2: INTRODUCTION TO ELECTRO-TECHNOLOGY SYSTEMS Students will learn: • To investigate, represent, describe and use basic electro-technology and basic control engineering concepts, principles and

components • Design and plan an electro-technology system • Make, test and evaluate an electro-technology system, using selected relevant aspects of the Systems Engineering Process

UNIT 1 & 2 Assessment • School Assessed Tasks (coursework project and folio) • End of unit exams (internally assessed) Units 1 & 2 provide a natural progression into Units 3 & 4 where students will design, plan, construct, test and diagnose an advanced mechanical electro-technology integrated and controlled system. In addition, students investigate the advantages and disadvantages of renewable and non-renewable energy sources and also describe and evaluate a range of new or emerging technologies. SYSTEMS ENGINEERING - Unit 3 & 4 12SYE Contact: Miss Lara Adams VCE Systems Engineering involves the design, creation, operation and evaluation of integrated systems, which are applicable to many aspects of the modern technological world. The subject develops the skills of critical thinking, problem solving and computational thinking. Unit 3 & 4 builds on the knowledge and skills attained in Unit 1 & 2. Each student identifies a particular problem to solve and designs, develops and creates an electro-mechanical system. ADDITIONAL COSTS apply if student wishes to incorporate non-standard materials or components in their project, the student is expected to purchase additional items. UNIT 3 Design, plan and construct a controlled system Students will learn: • Advanced engineering concepts and mechanical and electrical / electronic systems principles • To design and plan an electro-mechanical system • A range of CAD software to produce component parts and printed circuit boards • To develop a production plan and produce a risk assessment • Analysis and evaluation of renewable and non-renewable energy sources including the harness, generation and storage of

energy UNIT 4: Produce, test and diagnose a controlled system Students will learn: • To make, test and evaluate an electro-technology system, using selected relevant aspects of the Systems Engineering

Process • To evaluate a range of new or emerging technologies and analyse the likely impacts of a selected innovation

UNIT 3 & 4 Assessment • School Assessed Courseworks (internally assessed) • School Assessed Tasks (coursework project and folio - internally assessed) • End of Unit 3 exam (internally assessed) • End of Unit 4 exam (externally assessed)

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STUDIO ARTS – PHOTOGRAPHY - UNITS 1 & 2 11SAP Contact: Mr Michael Delaney

VCE Studio Arts introduces students to the role and practices of artists in society. Students develop an understanding of the way artists work in a range of cultures and periods of time, the artists’ perceptions, beliefs and actions and their relationship with the viewer. They study how artists have developed style and explored their cultural identity in their artwork. Students use this knowledge to inform their own studio practice and to support art making. Each unit encompasses 2-3 areas of study and each area must be completed to a satisfactory standard to receive an ‘S’ for that unit. UNIT 1 – Artistic Inspiration and techniques. Students will learn to: • Identify sources of inspiration and artistic influences and outline individual ideas, art forms and aesthetic qualities, and

translate these into visual language. • Produce at least one finished artwork and progressively record the development of their studio practice, conveying individual

ideas through the exploration of materials and techniques in the selected art form/s. • To discuss the artistic practice of artists from different times and cultures, their sources of inspiration, materials and

techniques for at least two artworks by each artist. UNIT 2 - Design Exploration and Concepts. Students will learn to: • Develop an individual exploration proposal to form the basis of a studio process, and from this produce and document a

variety of potential directions in a visual diary for at least one artwork. • Compare a range of historical and contemporary art periods, styles or movements, and analyse the ways in which artists

communicate ideas, develop styles and demonstrate aesthetic qualities in artworks. Assessment • Written responses • SACs • Portfolio of artworks • Final artworks • Exam

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STUDIO ARTS –PHOTOGRAPHY - UNITS 3 & 4 12SAP Contact: Mr Michael Delaney UNIT 3 – Studio Production and Professional Art Practices In this unit students focus on the implementation of an individual studio process leading to the production of a range of potential directions. Students develop and use an exploration proposal to define an area of creative exploration. They plan and apply a studio process to explore and develop their individual ideas. Analysis of these explorations and the development of the potential directions is an intrinsic part of the studio process to support the making of finished artworks in Unit 4. For this study, the exploration proposal supports the student to identify a direction for their studio process. The student determines the studio process. The process records trialing, experimenting, analyzing and evaluating the extent to which art practices successfully communicate ideas presented in the exploration proposal. From this process students progressively develop and identify a range of potential directions. Students will select some of these potential directions from which to develop at least two artworks in Unit 4. The study of artists and their work practices and processes may provide inspiration for students’ own approaches to art making. Students investigate and analyse the response of artists to a wide range of source material and examine their use of materials and techniques. They explore professional art practices of artists from different historical and cultural contexts in relation to particular artworks and art forms. The exhibition of artworks is integral to Unit 3 and students are expected to visit a variety of exhibitions throughout the unit, reflect on the different environments where artworks are exhibited and examine how artworks are presented to an audience. Students are expected to visit at least two different exhibitions and study specific artworks displayed in these exhibitions during their current year of study. Students will learn to: • Prepare an exploration proposal that formulates the content and parameters of an individual studio process including a

plan of how the proposal will be undertaken. • Progressively present an individual studio process recorded in written and visual form that produces a range of potential

directions, and reflects the concepts and ideas documented in the exploration proposal and work plan. • To examine the practice of at least two artists, with reference to two artworks by each artist, referencing the different

historical and cultural context of each artwork.

UNIT 4 – Studio Production and Art Industry Contexts In this unit students focus on the planning, production and evaluation required to develop, refine and present artworks that link cohesively according to the ideas resolved in Unit 3. To support the creation of artworks, students present visual and written evaluation that explains why they selected a range of potential directions from Unit 3 to produce at least two finished artworks in Unit 4. The development of these artworks should reflect refinement and skillful application of materials and techniques, and the resolution of ideas and aesthetic qualities discussed in the exploration proposal in Unit 3. Once the artworks have been made, students provide an evaluation about the cohesive relationship between the artworks. This unit also investigates aspects of artists’ involvement in the art industry, focusing on at least two different exhibitions, which the student has visited in the current year of study with reference to specific artworks in those exhibitions. Students investigate the methods and considerations of the art and/or curator involved in the preparation, presentation and conservation of artworks displayed in exhibitions in at least two different galleries or exhibitions. Students examine a range of environments for the presentation of artworks including public galleries and museums, commercial and private galleries, university art galleries, artist-run spaces, alternative art spaces and online gallery spaces. Students will learn to: • Present at least two finished artworks based on selected and evaluated potential directions developed through the studio

process, which demonstrate refinement and application of materials. • Provide visual and written documentation that identifies and evaluates the extent to which the artworks reflect the

selected potential directions, and effectively demonstrates a cohesive relationship between the works. • Compare the methods used by artists and considerations of curators in the preparation, presentation, conservation and

promotion of specific artworks in at least two different exhibitions. Assessment • Written responses • SACs • Portfolio of artworks • Final artworks • Exam

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VISUAL COMMUNICATION DESIGN - UNITS 1 & 2 11VIS Contact: Mr Michael Delaney UNIT1: Introduction to Visual Communication Design VCE Visual Communication Design focuses on using visual language to communicate messages, ideas and concepts. This involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas and concepts, Students will learn to:

• Create drawings for different purposes using a range of drawing methods, media and materials. • Select and apply design elements and design principles to create visual communications that satisfy stated purposes. • Describe how visual communications in a design field have been influenced by past and contemporary practices, and by

social and cultural factors. UNIT 2: Applications of Visual Communications within Design Fields This unit focuses on the application of visual communication design knowledge, design thinking and technical drawing methods to create visual communications to meet specific purposes in designated design fields. Students will learn how to:

• Create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field.

• Manipulate type and images to create visual communications suitable for print and screen-based presentations, taking into account copyright.

• Apply stages of the design process to create a visual communication appropriate to a given brief. Assessment

• A series of design portfolio tasks • Mid-year and end of year exam

VISUAL COMMUNICATION DESIGN - UNITS 3 & 4 12VIS Contact: Mr Michael Delaney UNIT 3 – Visual Communication Design Practices In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students will learn: • Create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing

visual communications in the three design fields. • Discuss the practices of a contemporary designer from each of the design fields and explain factors that influence these

practices. • Apply design thinking strategies in preparing a brief with two communication needs for a client, undertaking research and

generating a range of ideas relevant to the brief. UNIT 4 –Visual Communication design development, evaluation and presentation Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each communication need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages and conveys ideas to the target audience. Students will learn: • Develop distinctly different concepts for each communication need and devise a pitch to present concepts to an audience,

evaluating the extent to which these concepts meet the requirements of the brief. • Produce a final visual communication presentation for each communication need that satisfies the requirements of the brief.

Assessment • Portfolio work • School assessed coursework • School Assessed Task

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Year 11 & 12 VCAL (Victorian Certificate of Applied Learning)

The Victorian Certificate of Applied Learning Learning (VCAL) is designed to provide alternative pathways for students interested in vocationally oriented career options, attending TAFE or entering employment. At Mornington Secondary College we offer: VCAL – Foundation (at Year 10), Intermediate and Senior

• VCAL is available to students who wish to follow varied pathways. • Students who select VCAL (Intermediate and Senior) must choose a Vocational Education and Training in Schools (VETis)

program. Who is VCAL suited to? VCAL could be considered by students who:

• Are interested in apprenticeships or traineeships • Do not want to go to University and/or require an ATAR • Want a Year 11 and/or Year 12 Certificate • Want to stay at school to complete their secondary education • Are more attuned to applied “hands on” learning • May want to go out to work when they finish school • Wish to pursue Higher Education or TAFE or ACE providers in the future • Want to develop more confidence in the workplace

Our aim in VCAL is to offer as much flexibility as possible to suit individual student needs and pathways.

• Students may undertake the Intermediate level in Year 11 and the Senior level in Year 12. • In VCAL, students are expected to undertake a work placement, community work, VETis or SBAT program, or a

combination of these as required. • Work placement is mandatory one day per week in VCAL • At Year 11 and 12, VCAL runs parallel to VCE and provides students with a wide range of educational and training

pathways. VCAL Curriculum Strands VCAL Learning Programs comprise of four Curriculum Strands –

• STRAND 1 & 2 – Literacy and Numeracy are designed to enhance employability skills. • STRAND 3 – Work Related Skills includes units such as occupational health and safety, and planning for employment,

and will be addressed in the English, Science and VCAL Specific Skills classes. • STRAND 4 – Personal Development Skills may be structured activities to help develop self-confidence, teamwork and

other skills important for life, employment and active citizenship. The strand will be addressed in the English, Science and VCAL Specific Skills classes.

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Assessment Students are assessed against learning outcomes in each strand. All strands must be satisfactorily completed to attain the VCAL. Certification Students will receive a VCAL Certificate and/or VETis Statement of Attainment on successful completion of their program. Entrance Requirement (Intermediate and Senior) Students must be aged between 15 and 19 years old. Structured Workplace Learning (SWL) VCAL Students are required to complete one day in the workplace each week. The work placement must be organized by the student, but must be approved by the school. VCAL Application Process Entry into the VCAL Program depends on an application, interview and selection process. Students must apply using the information provided in the VCAL information packs available from the Pathways Office.

Terms & Definitions ATAR Australian Tertiary Admission Rank

The ATAR is an overall percentile ranking reflecting your comparative Year 12 achievement compared to the relevant age group in a given year.

DET Department of Education & Early Childhood Development (www.education.vic.gov.au) The Department of Education and Early Childhood Development offers learning and development support, services and resources for all Victorians, from birth through to adulthood.

SBAT School Based Apprenticeships & Traineeships

A SBAT offers students the option of combining part-time employment, school and training. The program is undertaken under a training contract with an employer, has a Training Plan signed by the school and formally registered with the Victorian Registration and Qualifications Authority (VRQA) and leads to a nationally recognised qualification.

SEAS Special Entry Access Scheme

The Special Entry Access Scheme (SEAS) is for applicants who have experienced educational disadvantage. There are six categories within SEAS. Not all institutions recognise all categories.

VET Vocational Education & Training

VET is often associated with TAFE colleges but VET training can be offered in many settings and by a range of Registered Training Organisations (RTOs). VET programs are focused on particular vocational areas e.g. hospitality, building, hairdressing, community services etc.

VETis Vocational Education & Training in Schools VCAA Victorian Curriculum and Assessment Authority (www.vcaa.vic.edu.au)

The VCAA is an independent statutory body responsible to the Victorian Minister for Education, serving both government and non-government schools. The mission of the VCAA is to provide high quality curriculum, assessment and reporting that enables individual lifelong learning.

http://www.education.vic.gov.au/

http://www.vcaa.vic.edu.au/Pages/index.aspx

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VCAL Victorian Certificate of Applied Learning

The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for students in Years 11 and 12. The VCAL gives you practical work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. Like the Victorian Certificate of Education (VCE), VCAL is an accredited secondary certificate.

VCE Victorian Certificate of Education

The Victorian Certificate of Education (VCE) is the certificate that the majority of students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training at university or TAFE and to employment

VTAC Victorian Tertiary Admissions Centre (www.vtac.edu.au)

The Victorian Tertiary Admissions Centre (VTAC) is the central office that administers the application processes for places in tertiary courses, scholarships and special entry access schemes at university, TAFE and independent tertiary colleges in Victoria (and a few outside Victoria). VTAC receives and forwards application information and supporting documentation to the relevant authorities at institutions.

http://www.vtac.edu.au/

Documents

Mornington Secondary CollegeMornington Secondary College provides students with comprehensive individual pathways which cat er to their individual differences. The College ensures